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

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

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

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

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

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

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

NCENCE 61 W. Thomas y V. Collier, 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

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?

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

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?

80/20 50/50

¿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?

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

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

5,377 students 864 students

ELL Spanish