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Publicada porValerio Bea Modificado hace 8 años
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PRESENTACION ES Personal del programa migrante Directora de la Oficina de Nuevo Director de Ingles como 2o Idioma y Migrante INTRODUCTION S Principal Director of the Office for School Performance: Century Feeder New Director of ESL--Migrant
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OBJETIVOS Programas para Aprendices del Inglés OBJECTIVES Plan for exploring a Dual Language Option at Reedville Learn about Language Programs Answer questions Gather your thoughts
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EL DISTRITO DE HILLSBORO El distrito escolar ya ofrece programas duales en 2 escuelas. Explorando la posibilidad de nuevos programas HILLSBORO SCHOOL DISTRICT The school district already offers dual language programs at 2 schools W.L. Henry Elementary Minter Bridge Elementary Exploring the possibility of new programs
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DUAL LANGUAGE OPTION Parents will be offered the choice of their child participating in the Dual Language classroom. If not interested ▪ Regular enrollment If interested ▪ If more than capacity, lottery selection. If interested, but out of Reedville attendance ▪ Inter-District transfer, no transportation services, lottery selection
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DUAL LANGUAGE PLANNING COMMITTEE To further explore the essential elements of a quality Dual Language program as it applies to Reedville School for future Reedville students (incoming Kindergarten 2011). Does Reedville have the necessary conditions to support the program? What program options would fit best? Can we provide a different program for current K-3 students? Plan for Implementation and communication
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DUAL LANGUAGE PLANNING COMMITTEE Committee Members Teachers Specialist Teachers Classified Staff Parent volunteers Commitments School Visitations 1-2 meetings a month Meeting Times: 3:00-5:00 pm
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LOS VARIOS PROGRAMAS Inglés en un grupo separado Inglés con el contenido Bilingüe transicional temprano Bilingüe transicional tarde Dual de una via Dual de dos vias VARIOUS PROGRAMS Pull-out ESL Content ESL Bilingual-early exit Bilingual-late exit One-way Dual Language Two-way Dual Language
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NCENCE 61 W. Thomas y V. Collier, 2001-2009 NCENCE Ingles en un grupo separado Ingles en el contenido Transicional- Temprano Transicional-- Tarde Dual—1 Via Dual—2 Vias English Learners’ Long-Term Achievement by Program Model
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CONTESTAN LAS SIGUIENTAS PREGUNTAS EN SUS GRUPOS académico Pensando en lo académico, ¿Que es lo que esperan para sus hijos/hijas? lenguaje Pensando en el lenguaje, ¿Que es lo que esperan para sus hijos/hijas? ANSWER THE FOLLOWING QUESTIONS IN YOUR GROUPS academics Thinking of academics, what is it that you expect for your child? language Thinking of language, what is it that you expect for your child?
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NECESIDADES Aprender el Inglés Aprender el contenido al nivel del grado El desarrollo cognitivo El desarrollo social El desarrollo lingüístico NEEDS Learn English Learn grade-level content Cognitive development Social development Linguistic development
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Basic Conversational Language 1-3 yrs. Academic Language 5-7 yrs. under ideal circumstances 8-10 on average HOW LONG DOES IT TAKE TO ACQUIRE A 2 ND LANGUAGE? ¿CUANTOS AÑOS SE NECESITA PARA APRENDER UN SEGUNDO IDIOMA?
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80/20 50/50
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¿MÁS INGLÉS? ¿Que tal si los alumnos recibieron parte de su instrucción en español? MORE ENGLISH? What would happen if students received part of their instruction in Spanish?
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Linguistic Interdependence Model (Cummins, J. 1987) Common Underlying Proficiency Knowledge/concepts unique to L2 Knowledge/concepts unique to L1 Surface features of L1Surface features of L2
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Conceptos Transferibles Español 2+2=4 English2+2=4 _______________________________________ Decoding Letters>Sounds >Words>Ideas C “k” Castillo/Castle C “s” Circo/Circus Conceptos No-Transferibles EducacionEducation Educaci ó n Education Caminar > Camin é Walk > Walked “Bienvenidos a Luise’s Taquería” Taquería de Luis Luis’ Taco Shop
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5,377 students 864 students
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ELL Spanish
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