This is the dual-immersion (bilingual) school I worked at in Colorado. The web site contains information on the school's mission statement, goals, and an overview of dual immersion.
http://www.bvsd.org/schools/pioneer/english/home.html
The Bilingual Research Journal on-line contains abstracts as well as the files in PDF. It may be useful for any of the categories.
http://brj.asu.edu/abstracts.html#1
IX Assessment
Rhodes, Nancy “Assessment Instruments for Immersion Students and Programs”, p117-132. Research and Practice in Immersion Education: Looking Back and Looking Ahead: Selected Conference Proceedings. CARLA Working Paper Series #10. 1998.
p.119 A good assessement:
A good assessment should encourage good instruction
A good assessment should be worth the instructional time devoted to it.
A good assessment should provide information relavant to the decisions being made with that assement.
A good assessment should enable students to demonstrate what they know and can do.
A good assessment should include tasks that cannot be assessed by the student in advance.
A good assessment should examine the processes by which the students attempt to solve the task.
Some assessments: CAL Oral Proficiency Exam, COPE
Immersion Second Language Writing Assessment (Spanish) writing assessment that involves writing process.
Immersion Oral Language Video Interview
Spanish Oral Proficiency Assessment, SOPA (grades 1-4 of COPE)
Student Oral Proficiency Rating (SOPR) Adapted from SOLOM, (Contact: Mr Malcom Young, Development Associates, Inc. 1730 N. Lynn Street, Arlington, VA 222-9-2023.
This article has teacher rating of each of these assessemnts
III Status
Donna Christian, Discussion Leader CAL” Summary: Two-Way Immersion Programs” p.39-43. Research and Practice….1998.
Typical Gaols for Dual Immersion Programs are “high academic Acheivment, high levels of proficiency in the native language and in a second language, positive croass cultural attitudes and understanding.
“While foreign language programs including one way immersion are often treated indifferently in many communities, bilingual education programs for lanfuage minorities are often a source of controversy. Such political perspectives can influence the implementation of programs.” P.39
In 1995 182 schools in US, 25,000 students, Spanish-English most common also, Korean, French, Navajo, Cantonese, Japanese, Arabic, Portuguese and Russian.
Chritian p.9 “Two way programs exist in an environment of increasingly negative attitudes towards immigrant and minority groups and their languages.”
p.10 quotes McCullum (1993) on cultural capital carried by languages. Schools can send message that English is more important in subtle ways like doing announcements in English and then Spanish, valueing English tests more, etc. Dialectical Spanish was not valued in schools, negating the value of their L1.
p.11 Dual immersion exists with no mandate.
I think we could get some statistics on how many programs exist through CAL.
II Philosophy Underlying Bilingual and Immersion Education
p.21 Research and Practice in Immersion Education: Looking Back and Looking Ahead: Selected Conference Proceedings. CARLA Working Paper Series #10. 1998.
Dual language provides instruction in primary language for lang. Minority students, allows them to begin academics in a lang they understand, access core curriculum and achieve CALP in L1. Brings together mainstream and minority language children.
p.23 “Trying to solve two problems simultaneously. The first problem involves the limited acquisition of non-English languages by monolingual Anglophone students…. The second problem involves the choice of instructional language for teaching hispanophone minority students who, for the most part, are sociaoeconomically marginalized and often the targets of racial or ethnic discrimination.
Maintenance or Transitional Bilingual Programs: Goal is academic achievement in English. Students are taught to read in their first language while aquiring oral Enlish. They add English reading early on in 2-3 grade. Native language is phased out through 6th grade.
Donna Christian: Quotes Lindholm, K. (1990) Bilingual Immersion Education: Criteria for Program Development. In A. Padilla, H. Fairchild, & C. Valdez (Eds.), Bilingual Education: Issues and Strategies. Newberry Park, CA: Sage.
· A minimum of four to six years of participation for students;
· An additive bilingual environment;
· A minimum of 50% level of target-language use;
· Instruction in the same core academic curriculum as other programs
· Roughly equal numbers of students from the two language backgrounds;
· Incorporation of features of effective schools and instruction in general.
From www.cal.org
Content Area Knowledge
Buxton, C. (1999). Designing a Model-Based Methodology for Science Instruction: Lessons from a Bilingual Classroom. Bilingual Research Journal, 23(2-3), 147-178.
Buxton, C. A. (1999). The Emergence of a Language of Instruction for Successful Model-Based Elementary Science Learning: Lessons from a Bilingual Classroom. Paper presented at the Annual Meeting of the National Association for Bilingual Education, Denver, CO. (ERIC Document Reproduction Service No. ED 436957).
Christian, D., Spanos, G., Crandall, J., Simich-Dudgeon, C., & Willetts, K. (1990). Combining Language and Content for Second-Language Students. In A. Padilla, H. Fairchild & C. Valadez (Eds.), Bilingual Education: Issues and strategies (pp. 141-156). Newbury Park, CA: Sage Publications.
Conrad, T. R. (2000). An Exploration of Transformative Intercultural and Intracultural Interaction among Middle-School Students of a Dual-Language Spanish/English Class. Unpublished Doctoral Dissertation, Indiana University of Pennsylvania, Indiana, PA.
Hadi-Tabassum, S. (2000). The Multicultural Science Framework: Research on Innovative Two-Way Immersion Science Classrooms. MultiCultural Review, 9(3), 24-30,60-63.
Howard, E. R., Sugarman, J., & Christian, D. (2003). Trends in Two-Way Immersion Education: A Review of the Research (Report No. 63). Baltimore, MD: Center for Research on the Education of Students Placed At Risk.
Howland, M. (2001). Sixth-Grade Students' Use of Schema Knowledge in Word Problem Solving. Unpublished Master's Thesis, San Jose State University, San Jose, CA.
Lindholm-Leary, K. (2000). Biliteracy for a Global Society: An Idea Book on Dual Language Education. Washington, DC: National Clearinghouse for Bilingual Education. (ERIC Document Reproduction Service No. ED 447714).
Lindholm-Leary, K. (2001). Dual Language Education. Clevedon: Multilingual Matters.
Stein, M. (1997). Integrating Language and Content in an Experiential Setting: Focus-on-Form in the Spanish Partial Immersion Program. Washington, DC: Georgetown University. (Doctoral Dissertation; ERIC Document Reproduction Service No. ED 427511).
Author Lindholm-Leary, Kathryn J., 1954-
Title Biliteracy for a global society [microform] : an idea book on dual language education / Kathryn Lindholm Leary.
Published [Washington, DC : National Clearinghouse for Bilingual Education] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [2000]
Description 1 v.
Other Title Idea book on dual language education
Availability TC Wilson Library Gov Pub (US Docs) Mfiche ED 1.310/2:447714
Valette, R.M. (1986). The culture test. In J.M. Valdes, Culture Bound: Bridging the cultural gap in language teaching. New York: Cambridge University Press.
The author asserts that there are four categories of cultural goals in the language classroom:
"developing a greater awareness of and a broader knowledge about the target culture" (p. 181)
"acquiring a command of the etiquette of the target culture" (p. 181)
"understanding differences between the target culture and the students' culture" (p. 181)
"understanding the values of the target culture" (p. 181)
When considering the setting of dual immersion language learning, it would follow that the learning of both languages would have these cultural goals, and that students would be learning these aspects of culture in a comparative process.
Valette, R.M. (1986). The culture test. In J.M. Valdes, Culture Bound: Bridging the cultural gap in language teaching. New York: Cambridge University Press.
Author points out that there are two "major components" of culture in the language classroom:
"One [component] is the anthropological or sociological culture: the attitudes, customs, and daily activities of a people, their ways of thinking, their values, their frames of reference. Since language is a direct manifestation of this phase of culture, a society cannot be totally understood or appreciated without a knowledge of its language. The other component of culture is the history of civilization. Traditionally representing the 'culture' element in foreign language teaching, it includes geography, history, and achievements in the sciences, the social sciences, and the arts. This second component forms the framework for the first: it represents the heritage of a people and as such must be appreciated by the students who wish to understand a new target culture" (p. 179).
Benet-Martinez, V.; Leu, J; Lee, F.; Morris, M.W. (2002). Negotiating biculturalism: Cultural frame switching in biculturals with oppositional versus compatible cultural identities. Journal of Cross-Cultural Psychology, 33 (5).
Rather than a single-aspect construct, the authors conceptualize culture for bicultural persons as follows:
"Rather than an unmalleable characteristic, cultural meaning systems may be better conceived as a set of tools individuals have available to use in different situations according to their identity dynamics and situational relevance" (p. 512).
Benet-Martinez, V.; Leu, J; Lee, F.; Morris, M.W. (2002). Negotiating biculturalism: Cultural frame switching in biculturals with oppositional versus compatible cultural identities. Journal of Cross-Cultural Psychology, 33 (5).
This study demonstrates that, depending on the degree of "Bilingual Identity Integration" (BII), from low to high, demonstrated low versus high success in reading cultural cues from varying culturally similar and different situations. It may be that people who have integrated dual language capabilities are higher in BII, whereas people who have monolingual language learning experiences have less-developed sense of self as a bicultural being (?).
It makes a statement about the bicultural person's complex view of culture:
"Most important, these biculturals do not perceive the mainstream and ethnic cultures as being mutually exclusive, oppositional, or conflicting" (p. 495).
In contrast, a person with low BII may be characterized as follows:
"Although these individuals also identify with both cultures or think of themselves as biculturals, they are highly aware of the discrepancies between the mainstream and ethnic cultures and see these discrepancies as a source of internal conflict" (p. 495).
Cloud, Genesee, & Hamayan (2000). Dual language instruction: A handbook for enriched education. Boston, MA: Heinle & Heinle Publishers.
In a section entitled, "What should we do about code switching?" the authors suggest the following guiding consideration:
"Code switching may be misinterpreted as an incapacity to separate the two languages properly. This is rarely the case. Studies have shown that code switching by fluent bilinguals is rule-governed and is used in a highly controlled way. It is used to convey subtle meanings, to show identification with speakers of the other language, and to accommodate the listener. It is also used as an indicator of dual identity. Code switching is often evidence of linguistic creativity and sophistication, and it is no cause for alarm" (pp. 63-65).
The authors go on to proscribe the following warnings about allowing code switching in the classroom:
keep use of each language separate from the other, to clarify appropriate settings for each
until proficiency is attained, students may inappropriately rely on it for ease of communication, and not the above reasons
Below is an old link to a national research center in Santa Cruz, CA -- it still has some historical research concepts:
click here to go to website for National Center for Research on Cultural Diversity and Second Language Learning
www.cal.org/Archive/projects/2way.htm
Lindholm, K. (1990). Bilingual immersion education: Criteria for program development. In A.M. Padilla, H.H. Fairchild & C.M. Valdez (eds.), Bilingual Education: Issues and Strategies. Newbury Park, CA: Sage.
National Board of Professional Teaching Standards. (2003). Standards for Teachers of English as a New Language. Alexandria, VA: National Board of Professional Teaching Standards.
click here for website:
www.nbpts.org/candidates/acob/nextgen/n09.html
Cloud, Genesee, & Hamayan (2000). Dual language instruction: A handbook for enriched education. Boston, MA: Heinle & Heinle Publishers.
Table 3.8 (pp. 46-48): A Checklist of Criteria for Effective EE [Enriched Education] Programs:
[major categories of items]
"Parent Involvement is an Integral Part of the Program"
"The Program Has High Standards"
"Principals and Teachers Demonstrate Strong Leadership on Behalf of the Program"
"The Program is Developmental"
"Instruction is Student-Centered"
"Language Instruction is Integrated with Challenging Academic Instruction"
"Instructional Personnel are Reflective"
"EE Programs are Integrated with other School Programs and Schools"
"The Program Aims for Additive Bilingualism"
Cloud, Genesee, & Hamayan (2000). Dual language instruction: A handbook for enriched education. Boston, MA: Heinle & Heinle Publishers.
From a "Voices from the Field" segment (pp. 11-12) by Rosa Molina
"The primary goal in two-way programs is to narrow the gap between language minority and language majority students, not by slowing down the program so that English language learners can catch up, but by raising the achievement patterns of the students, thus providing an academically and linguistically rigorous program for all students. No language group is expendable in this program! The administration, teaching staff, and parents must share a commitment to the vision of equity and academic success for all of the children in their program. Without a watchful approach to the quality of their two-way programs, schools will find themselves tragically exploiting the language minority group they had hoped to help for the benefit of the language majority students" (pp. 11-12).
I just picked up an Interlibrary Loan dissertation titled "Biliteracy, monoliteracy and self-concept in native Spanish-dominant and native English-dominant fifth graders" by I. Elizabeth Vom Dorp. According to the abstract, she found that, per the measurement of the Multidimensional Self Concept Scale, the native Spanish-dominant students in the dual immersion program had a significantly more positive self-concept than the Spanish-dominant students in the English monoliteracy program. She considered the first group as accepting, and the second group as rejecting, their native language. Additionally, she looked at family factors such as family language usage and parental attitudes toward the programs. This could be really useful to our project -- not so much the handout, but the oral report. I'll bring it to class.