Program Implementation
Q: What is dual language education?
A: It is a model of an enriched model of additive bilingual education in which the goal for all learners is bilingualism, biliteracy and biculturalism in two languages and cultures.
Q: What competencies do teachers need to implement the dual language program?
A: In 1997, the National Board of Professional Teaching Standards proposed that teachers in enriched education, such as the dual language program, must meet a qualifying criteria which encompasses knowledge of language and its development, knowledge of the represented cultures, knowledge of subject areas, different and varied methods of instrucion, command of instructional resources, assessment skills and maintaining positive relationships with families. These competencies recommended should be the main focus for professional development in the school districts.
Q: How does the status of each language affect the success of the dual language program?
A: Depending on the dual language model of enriched education that teachers are implementing in their school, DL teachers must be cognizant about the languages that are being using during non-instructional and instructional time, and he/she should explicitly communicate the goal of the dual language program to the students. The 90/10 model elevates the non-English language to balance the disparity of a possible imbalance that might exist at a school where English is predominantly spoken by most. However, a 50/50 model of dual language education would be linguistically equitable in the classroom as long as there is fidelity to the pre-determined time frames of language use.
Q: What kind of coordination is needed in a dual language program?
A: Coordination is very important in a dual language program. The importance is in the framework design of dual languge implementation. Strategic Planning is a critical component in a dual language program; the time frame alloted for each language through out the day or week is important, as well as the instructional materials utilized, the delivery methods of instruction, the plan of language use for specific content areas and literacy, the assessment to determine student progress in two languages.
Q: What is the relationship of the dual language program to the rest of the school?
A: "Administrative support at all levels is crucial for a dual language program to succeed." (Cloud, Genesee, Hamayan, 2000) The dual language program must be enforced by the entire school and not as an isolated program. Everyone who is in the school must share the same pride for the program and see it as an asset.
Q: What role do parents play in an established dual language program?
A: The parents are the most loyal advocates of the program. The parents who want a good education for their children will be dedicated to its success. They may provide support at home with their own children in the program, or volunteer at the school. They will share the positive aspects through their experience and will be valuable advocates in the community when trying to recruit more students into the program.
Reference
Cloud, N., Genesee, F., Hamayan, E. Dual Language Instruction: A Handbook for Enriched Education, 2000, pp. 25-47.
A: It is a model of an enriched model of additive bilingual education in which the goal for all learners is bilingualism, biliteracy and biculturalism in two languages and cultures.
Q: What competencies do teachers need to implement the dual language program?
A: In 1997, the National Board of Professional Teaching Standards proposed that teachers in enriched education, such as the dual language program, must meet a qualifying criteria which encompasses knowledge of language and its development, knowledge of the represented cultures, knowledge of subject areas, different and varied methods of instrucion, command of instructional resources, assessment skills and maintaining positive relationships with families. These competencies recommended should be the main focus for professional development in the school districts.
Q: How does the status of each language affect the success of the dual language program?
A: Depending on the dual language model of enriched education that teachers are implementing in their school, DL teachers must be cognizant about the languages that are being using during non-instructional and instructional time, and he/she should explicitly communicate the goal of the dual language program to the students. The 90/10 model elevates the non-English language to balance the disparity of a possible imbalance that might exist at a school where English is predominantly spoken by most. However, a 50/50 model of dual language education would be linguistically equitable in the classroom as long as there is fidelity to the pre-determined time frames of language use.
Q: What kind of coordination is needed in a dual language program?
A: Coordination is very important in a dual language program. The importance is in the framework design of dual languge implementation. Strategic Planning is a critical component in a dual language program; the time frame alloted for each language through out the day or week is important, as well as the instructional materials utilized, the delivery methods of instruction, the plan of language use for specific content areas and literacy, the assessment to determine student progress in two languages.
Q: What is the relationship of the dual language program to the rest of the school?
A: "Administrative support at all levels is crucial for a dual language program to succeed." (Cloud, Genesee, Hamayan, 2000) The dual language program must be enforced by the entire school and not as an isolated program. Everyone who is in the school must share the same pride for the program and see it as an asset.
Q: What role do parents play in an established dual language program?
A: The parents are the most loyal advocates of the program. The parents who want a good education for their children will be dedicated to its success. They may provide support at home with their own children in the program, or volunteer at the school. They will share the positive aspects through their experience and will be valuable advocates in the community when trying to recruit more students into the program.
Reference
Cloud, N., Genesee, F., Hamayan, E. Dual Language Instruction: A Handbook for Enriched Education, 2000, pp. 25-47.
Copyright © Dual Language Corner, 2012 Last updated April, 2012