Bilingual Education

Reflections from the Field 2

Last Updated Oct 6, 2008 02:24 AM

Use of Both Languages and Cultural Diversity

On the campuses where effective bilingual programs operate, there is campus-wide respect for the cultural differences of students. Teachers - bilingual, English as a second language (ESL) and mainstream - use cross-cultural interactions (where students and teachers learn from each other and about each other in deep and meaningful ways) and publicly display value for students' native languages.

The specific instruction of LEP students is characterized by a structured use of the two languages. The amount of language use is based firmly on the assessment of language proficiency in English and the native language. Students learn language arts and content areas in both languages following a plan for transitioning gradually to all-English language and content instruction. Native language and academic instruction are based on the knowledge of first and second language acquisition.


Availability of Books

The most successful classrooms are print-rich. There are many books in dual languages. In effective schools, these books represent the best available and those that are the most linguistically and culturally appropriate for the school's student population. In some classrooms, there are state-adopted basals for Spanish language arts and ESL as well as other supplemental materials supplied by the school and teachers. Books in the classrooms should be used extensively by students and teachers.


Instruction

The instructional strategies employed by effective bilingual teachers mirror strategies used by effective language arts teachers. Additionally, they include specific methods targeted to LEP students. The instruction comprises part of a "comprehensive program" designed to meet their needs. It gradually introduces content instruction in English using a "sheltered approach." The program should be designed so that students always have additional opportunities to master critical skills.

Teachers in effective classrooms follow a general process that addresses a variety of learning styles. They stress hands-on activities that are active, collaborative, and of high interest and relevance to all students. The most successful classrooms also integrate the use of technology and make it available to students in both languages. Although students in the bilingual program receive specialized instruction, they should have opportunities to participate in the core curricular activities of the school in various ways.


Staff Selection and Development

Successful programs have teachers who feel at ease with the students' first language and English. They are literate in both languages. The school provides classes in the first language for teachers who want to become proficient in specific content areas. For example, the social studies themes addressed in their classrooms are used as the content for language development class. Teachers are given the opportunity to develop vocabulary related to the theme and are provided opportunities to facilitate a discussion on the topic with other peers. Effective teachers feel that expanding their vocabulary is essential.

In successful schools teachers receive staff development that

values their knowledge and experience,
uses the collective knowledge of the teachers to develop solutions,
provides new knowledge and skills that support the instructional programs they are implementing,
supports teachers with on-site technical assistance such as classroom modeling and mentoring,
celebrates successes teachers experience with other teachers, and
pairs teachers with presenters in planning workshops and other training activities.
It is important to have a teaching staff that is knowledgeable on effective content teaching and language development practices. In other words, the bilingual education classrooms are "cutting-edge" in content area methodology and language acquisition and development.


Parent Involvement

In effective schools, the parents of LEP students are well informed about the bilingual program as well as the general curricula and other activities in which the students participate. The correspondence sent home to parents is always in the home language, as is the information they receive in the school.

In successful schools, parents of LEP students always feel welcome and encouraged to interact with the school, even by parents of English-dominant children. Their involvement in school varies. They are encouraged to help at home and in the classroom, as well as to have input in the various decisions the school has to make, from how many computers to purchase to how much homework students should have.


Accountability

Successful campuses have a well-defined system of accountability for administrators, teachers, parents and students. Administrators know their roles and responsibilities in seeing that LEP students are progressing academically and that the necessary resources are available. Teachers know what is expected of them in terms of instructional programming, continuous assessment measures, and curriculum and instructional adjustments. Teachers know that their responsibility is to observe benchmarks for students to reach within a certain period of time. Having students reach these benchmarks is celebrated in the classroom and on the campus level.

In effective schools, parents meet with teachers and administrators to discuss their individual and team responsibilities. Collectively the team provides support to ensure that students reach the goals established for all students.

On the other hand, students outline the ways in which they will be responsible for their learning. These responsibilities are shared with parents. Students, parents and teachers discuss and reinforce the importance of meeting these responsibilities in ensuring success.

See also Bilingual Education 624 1 - 7