• Information Collected from Karen Beeman;  karen@teachingforbiliteracy.com

    What the Research Says:

    1. It takes 5 to 7 years to acquire academic language in a second language (Collier and Thomas, 2012).  This is a program that requires time and consistency in two languages.
    2. We learn language by using it and by taking risks and making mistakes.
    3. Children learn language from each other.  A principle of DL is to mix students from different language homes together.

    Suggested principles behind language learning:

    1. Activities should focus on meaning (language used for real purposes).
    2. Activities should be interactive (songs, chants, games, interaction).
    3. Activities should be enjoyable.
    4. Activities and experiences should be appropriate for the age and developmental stages of the children.


    Lo que sabemos de las investigaciones:

    1. Toma entre 5 a 7 años adquirir el lenguaje académico en un segundo lenguaje. (Collier and Thomas, 2012).  Por ende, los estudiantes necesitan tiempo para desarrollar los dos lenguajes dentro de un contexto consistente.
    2. Se aprende el lenguaje usándolo y tomando riesgos y cometiendo errores.
    3. Los estudiantes aprenden el lenguaje unos de otros.  Por eso, queremos integrarlos, mezclando hispano-hablantes con anglo-parlantes.

    El contexto que fomenta el aprendizaje de un lenguaje incluye las siguientes características:

    1. Usar el lenguaje para actividades reales enfocadas en la comunicación.
    2. Actividades interactivas (cantos, juegos, etc.).
    3. Actividades divertidas.
    4. Actividades apropiadas para la edad y las etapas de desarrollo de los estudiantes.

     

    Did you know?

    * Nearly 40 years of research has shown that dual language students score significantly higher on standardized tests than non-dual language students.

    * Knowing how to speak a second language will make it easier to learn a third language.

    * Using language in a variety of subjects increases students’ flexibility with the language.

    * Students well-versed in a second culture are less likely to make mistakes or have cultural misunderstandings when traveling and working in a different country.

    * Brain scans performed on people who have strong second- and third-language skills show that more parts of their brain are active than the typical brain of people who only speak one language.

    * Many large, international companies will not even consider a potential employee for a job unless they are able to communicate with ease in at least two languages.


    What Are the Benefits for Students?

    Students will…

    • Become bilingual and biliterate
    • Gain exposure to other cultures and languages
    • Improve self-esteem
    • Excel academically
    • Enjoy career advantages
    • Prepare to meet the challenges of a global society

     

    Dual Language Articles

    Beeman, K. and Urow, C. (May, 2009). Initial Literacy Instruction in Dual Language: simultaneous or sequential? Dual Language on Demand, pp. 3-5. Available: http://www.thecenterweb.org/irc/pdf/dualondemand-v1n4.pdf

    de Jong, E.J. (2013). Preparing mainstream teachers for multilingual classrooms, Association of Mexican American Educators Journal, 7(2), 40-49. http://0-eric.ed.gov.opac.msmc.edu/?q=source%3A%22Journal+of+the+Association+of+Mexican+American+Educators%22&ff1=eduHigher+Education&id=EJ1017085

    Escamilla, K. & Hopewell, S. (2010) Transitions to Biliteracy: Creating Positive Academic Trajectories for Emerging Bilinguals in the United States. In J. Petrovic (Ed.) International Perspectives on Bilingual Education: Policy, Practice, Controversy. Charlotte, NC: Information Age Publishing. (Invited Chapter)

    Escamilla, K. (2000). Bilingual means two: Assessment issues, early literacy, and Spanish-speaking children. In A research symposium on high standards in reading for students from diverse language groups: Research, practice, and policy proceedings. Washington, DC: Office of Bilingual Education and Minority Language Affairs (OBEMLA)http://ell.dpi.wi.gov/sites/default/files/imce/ell/pdf/bilingual-means-two.pdf

    Escamilla, K. The Misunderestimated of Manuel. . AERA, 2009. Available:http://www.colorado.edu/education/sites/default/files/attached-files/Escamilla_Misunderestimation%20of%20Manuel.pdf

    Genesse, F. & Nicoladis, E. (Sept. 2005). Bilingual First Language Acquistion. Available:http://www.psych.mcgill.ca/perpg/fac/genesee/HDBK%20BFLA%20FINAL.pdf

    Herrmann, E. (May, 2014) Sheltered instruction and English language development: Defining ELD. Multibriefs: Exclusive. Available: http://exclusive.multibriefs.com/content/sheltered-instruction-and-english-language-development-defining-eld/