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Benefits of Dual Immersion Programing
Research on the positive outcomes for both native Spanish-speaking students and non-Spanish-speaking students. Studies have been conducted across the United States to examine the effectiveness of one-way and two-way immersion programs. Researchers such as Thomas and Collier (1995, 2002) and Lindholm-Leary (2005) consistently found that well-designed programs help students of both language backgrounds achieve at or above grade level scores on standardized tests. It also helps develop oral proficiency and biliteracy in two languages. For English-proficient students, more than twenty years of research have shown: English proficient students develop proficiency in two languages English proficient students score as well or better than their English-proficient, non-dual language peers on standardized tests of math and English language arts English. Proficient students develop a positive sense of self and demonstrate positive cross-cultural attitudes and behaviors For English learners, more than forty years of research has shown: English learners who receive native language instruction were able to catch up to or surpass the achievement levels of EL peers and English proficient peers who were educated in English-only mainstream classrooms. These results were found regardless of the students’ socioeconomic background. English learners who participated in programs that provided extended instruction in the native language (dual language programs) outperformed students who received short-term instruction through their native language (transitional bilingual education).
Statistics on the Benefits of Bilingual Education
Stages of Language Development
How Children Learn First and Second Languages From birth, children progress through predictable stages of language development as they learn the language or languages present in their environment (of course, we know that the actual times of moving from one stage to the next vary greatly from child to child). This sequence is the same for children learning one language or two or more languages.
0–6 months: Cooing
6–12 months: Babbling (practicing sounds and conventions of speech, and understanding many words before producing any real words)
12–20 months: Speaking one word at a time, rapidly increasing receptive vocabulary (the words children understand)
18–24 months: Producing utterances of two or more words (telegraphic speech — where two or three words represent the meaning of an entire sentence; for example, saying “truck go” to mean “The truck is going!”)
24–36 months: Speaking in sentences, having conversations, recounting simple stories.
Preschoolers learning English as a second language after they have begun learning a first one will also typically progress through several stages (Tabors, 2008). The variability of how and when these stages happen can be even greater for these children than for children learning a single language, depending on how well-developed their first language may be and how well their first language transfers to their second (Sandhoffer & Uchikoshi, 2013).
• In stage one, children keep using their home language at school but may begin to say less or even stop talking if the school environment does not support it.
• In stage two, children observe interactions and develop receptive language, “Many experts emphasize that the process of learning a second language does not eliminate the first language and should not be thought of as doing so.” may not yet be willing to express the language they have learned. At stage two, a child may go right to his seat at the table when he hears the teacher announce lunch time, but is not ready to reply when asked what kind of sandwich he wants
. • In stage three, children understand the rhythms and intonations of English and begin to use some key phrases. You may hear “telegraphic speech” — for example, “Up!” can mean “Look up at the bird!” while “Up?” can mean “Will you reach up and get me that toy?” Children also employ “formulaic speech” — using memorized phrases that serve a function when a gesture or word is added. For example, “I want ___” plus pointing might mean “I want an apple.”
• In stage four, children have informal fluency in the new language, including the ability to speak in full sentences and hold conversations. Even when they have progressed to the fourth stage, young DLLs still think and understand many things in their first language and will continue to need support and experiences in that language while continuing to develop their English.
Dual Language and Infants
Children who learn two languages from infancy are simultaneous dual language learners. They are learning different language systems at the same time. As they hear the sounds of their languages and interact and listen to adults and older children, infants begin to learn and sort out the sounds and sound patterns associated with each of their languages.
Integration and Infant Dual Language: Teachers should speak primarily their own strongest language. Speaking a language known very well provides even the youngest child with a deeper, fuller language experience. Babies will feel more comfortable if they hear their home language sometimes. Hearing their home language may actually support their English language learning. Teachers should collaborate and learn from children’s families how to sing the children’s favorite songs or lullabies and use important words, such as “milk” and “sleep,” in the home languages, even if the caregivers are not fluent in the languages. Teachers may also play recordings to babies of family members singing and speaking in the home language
Communication and Infant Dual Language
Noticing what draws a baby’s attention—what the baby looks at; what soothes or excites him or her
Extending a child’s actions and interests by entering into the child’s play and talking about what the adult is doing (self-talk) or what the baby is doing (parallel-talk) in the adult’s own language
Using and playing with sounds and words from a baby’s earliest days by rhyming, singing, and talking to help the child learn the sounds associated with the languages
Learning from the baby’s family members what their child likes and does not like and incorporating that knowledge into their interactions with the child to help increase the child’s comfort and engagement
Dual Language & Toddlers
One- and two-year-old children can learn more than one language if they have sustained, ongoing, engaging experiences that use each language. Dual language learners need to interact frequently in each language in order to develop their language skills optimally.
Communication and Toddler Dual Language
Teachers should speak their own strongest language primarily. Modeling the teacher's primary language provides even the youngest child with a deeper, fuller language experience. Learn and use some important words, phrases, songs, and/or rhymes in children’s home languages. Children’s families can help teachers learn special and meaningful words in their home language. When teachers use these words, they are not only speaking in the language children understand, you are demonstrating that you value them—their identity and language. Teachers should plan to use their home language at important times, especially during transitional times, such as naptime, and to comfort them when they are upset.
Language Modeling With Dual Language Learning Toddlers
Encourage children’s attempts to speak, whether they babble, speak to you in a home language that you do not understand, or pronounce words in unusual ways. f Accept all utterances as creative attempts to talk to you and do not correct them. f Repeat what toddlers say back to them, with your best guess at what they mean. f Expand on what toddlers say by adding a new word or two (e.g., “Milk,” says Zuzka. “Here is your yummy milk,” says her caregiver). Use important English words frequently—such as “diaper,”“milk,”“snack,” and “outside”— while the children are paying attention to the meaning of the word. f For example. At the same time, diapering, you might say, “Oh, this diaper is dirty! I’m going to take this diaper of and give you a new diaper. Here. Hold this new diaper for me. Yes, the diaper is so soft. My turn for the diaper! I’m going to put the old diaper in the bin.” Sometimes pair a word you know in the home language with a word in English (e.g., “Here is your pal . Your diaper!”). Your goal in doing this is to help the child see a connection between the two words, not to translate what you say into another language.
Dual Language and Pre-K
Teachers should speak their own strongest language primarily. Modeling the teacher's primary language provides even the youngest child with a deeper, fuller language experience. Learn and use some important words, phrases, songs, and/or rhymes in children’s home languages. Children’s families can help teachers learn special and meaningful words in their home language. When teachers use these words, they are not only speaking in the language children understand, you are demonstrating that you value them—their identity and language. Teachers should plan to use their home language at important times, especially during transitional times, such as naptime, and to comfort them when they are upset.
Approaches to Instruction With Dual Language Learners in Preschool
Build on a child’s prior experience and Background Knowledge.
Include the family’s cultures and traditions in learning to Support Background Knowledge.
Support Book Knowledge and Print Concepts by reading books and telling stories in the child’s home language
Use props and materials for hands-on learning that promotes Oral Language and Vocabulary.
Support Phonological Awareness as well as Alphabet Knowledge and Early Writing in the home language.
Explain the meanings of words in the home language and English to build Oral Language and Vocabulary
Support the maintenance and growth of the home language in families of children who participate in early intervention to support learning in all the learning components
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