Profiles of Dual Language Education in the 21st Century

Profiles of Dual Language Education in the 21st Century

CAL SERIES ON LANGUAGE EDUCATION

Series Editors: Joel Gómez, Terrence G. Wiley, M. Beatriz Arias and Joy Kreeft Peyton, Center for Applied Linguistics, Washington, DC, USA.

Current and aspiring education professionals need accessible, high-quality, research-based resources on language learning, instruction, and assessment. This series provides such resources, serving to inform teachers’ classroom practice, enhance teacher education, and build the background knowledge of undergraduate and graduate students in applied linguistics and other language-related fields.

The books in this series explore a broad range of issues in applied linguistics and language education and are written in a style that is accessible to a broad audience, including those who are new to the field. Each book addresses a topic of relevance to those who are studying or working in the fields of language learning, language instruction, and language assessment, whether in English as a second language or other world languages. Topic areas include approaches to language instruction and assessment; approaches to content instruction and assessment for language learners; professional development for educators working with language learners; principles of second language acquisition for educators; and connections between language policy and educational practice.

All books in this series are externally peer-reviewed.

Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com, or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol BS1 2AW, UK.

CAL SERIES ON LANGUAGE EDUCATION: 3

Profiles of Dual Language Education in the 21st Century

Edited by

M. Beatriz Arias and Molly Fee

MULTILINGUAL MATTERS

Bristol • Blue Ridge Summit

DOI https://doi.org/10.21832/ARIAS1664

Library of Congress Cataloging in Publication Data

A catalog record for this book is available from the Library of Congress.

Names: Arias, M. Beatriz, editor. | Fee, Molly, 1986 – editor.

Title: Profiles of Dual Language Education in the 21st century/Edited by M. Beatriz Arias and Molly Fee.

Description: Bristol, UK; Blue Ridge Summit, PA: Multilingual Matters, [2018] |

Series: CAL Series on Language Education: 3 | Includes bibliographical references and index.

Identifiers: LCCN 2018020933| ISBN 9781788921664 (hbk: alk. paper) |

ISBN 9781788921657 (pbk: alk. paper) | ISBN 9781788921671 (pdf) |

ISBN 9781788921688 (epub) | ISBN 9781788921695 (kindle)

Subjects: LCSH: Education, Bilingual. | Multicultural education. | Education, Bilingual—Case studies. | Multicultural education—Case studies.

Classification: LCC LC3737 .P76 2018 | DDC 370.117/5—dc23 LC record available at https://lccn.loc.gov/2018020933

British Library Cataloguing in Publication Data

A catalogue entry for this book is available from the British Library.

ISBN-13: 978-1-78892-166-4 (hbk)

ISBN-13: 978-1-78892-165-7 (pbk)

Multilingual Matters

UK: St Nicholas House, 31–34 High Street, Bristol BS1 2AW, UK.

USA: NBN, Blue Ridge Summit, PA, USA.

Website: www.multilingual-matters.com

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Copyright © 2018 M. Beatriz Arias, Molly Fee and the authors of individual chapters.

All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.

The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.

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Contents

Contributors

Preface

M. Beatriz Arias

Foreword: The Re-emergence of Bilingual Education as Dual Language Education

Terrence G. Wiley

Part 1: Dual Language Programs

1Recent Research on the Three Goals of Dual Language Education

M. Beatriz Arias and Amy Markos

2Legacy Programs: Key Elementary, Arlington, Virginia

Igone Arteagoitia

3Dual Language Bilingual Education in NYC: A Potential Unfulfilled?

Ofelia García, Kate Menken, Patricia Velasco and Sara Vogel

4Elgin, Illinois: An Entire District Goes Dual. The Journey of a District Committed to Culturally and Linguistically Responsive Instruction

Wilma Valero and Patricia Makishima

Part 2: Implementing Dual Language: Programmatic Issues

5Implications of Research for Dual Language at the Early Childhood Level

Kathryn Lindholm-Leary

6Opportunities and Dilemmas for TWI Programs at the Secondary Level

Carol I. Bearse, Ester J. de Jong and Min-Chuan Tsai

7Teacher Preparation for Dual Language Classrooms

Barbara Kennedy

8Making Space for Dual Language Education: The Role of Policy

Donna Christian

Conclusion: Taking Stock: Lessons on Dual Language Education

Fred Genesee

Index

Contributors

M. Beatriz Arias is a Senior Research Scientist at the Center for Applied Linguistics and is currently advancing the work of the National Dual Language Forum, a network of Dual Language organizations. Her scholarly interests center on educational language policy and programs for Emergent Bilinguals/English Language Learners. Her co-authored books include: Implementing Educational Language Policy in Arizona: An Examination of Legal, Historical and Current Practices in SEI and Academic Language in Second Language Learning. Beatriz is an Associate Professor Emerita at Arizona State University where she was the director of the Center for Bilingual Education and Research. Arias, a National Education Policy Fellow, has been a Court-appointed expert in school desegregation cases including Los Angeles, Denver, and Chicago, advocating for educational programs which promote equity for English Learners.

Igone Arteagoitia is a Research Scientist at the Center for Applied Linguistics. Her research focuses on the language and literacy development of Spanish-English bilingual children. Dr. Arteagoitia is currently Project Director on a grant funded by the U.S. Department of Education to document characteristics of successful dual language programs in Oregon. In addition to her research, she provides a range of support services for districts that serve emergent bilingual learners. Dr. Arteagoitia has presented on her work at a number of conferences and published her research in peer-reviewed publications, including TESOL Quarterly, Bilingual Research Journal and the Journal of Bilingual Education Research and Instruction.

Carol Bearse received her Ph.D. from Lesley University and she has over 30 years’ experience teaching at various grade levels K-12. She has been a Dual Language and ESL coordinator for secondary students in Massachusetts and has recently retired as an Associate Professor of Education from Touro College in Manhattan. She has published widely in academic journals and texts and now divides her time between Boston and Tucson.

Donna Christian is a senior fellow at the Center for Applied Linguistics (where she previously served as president). Her research focuses on the role of language in education, with special attention to second language learning, dialect diversity, dual language education and public policy. She is a co-author of Dialects at School: Educating Linguistically Diverse Students (2017) and the editor of a special issue of the International Multilingual Research Journal on dual language education (2016).

Dr. Ester de Jong is a Professor in ESOL/Bilingual Education and the Director of the School of Teaching and Learning at the University of Florida, in Gainesville, Florida (USA). Prior to coming to the University of Florida, she worked with ESL and bilingual programs in Massachusetts, United States. Her research interests include two-way bilingual education, educational language policy, and teacher preparation for bilingual students. Her book, Foundations of Multilingualism in Education: From Principles to Practice, considers a principled approach to school, program and classroom decision-making for bilingual learners. Dr. de Jong is currently Past- President of TESOL International Association (2018–2019).

Molly Fee is a Ph.D. candidate in the Department of Sociology at UCLA. Her research interests focus on refugee resettlement, international migration, political sociology and language policy. She previously worked at the Center for Applied Linguistics in Washington, DC. Her work has been funded by the National Science Foundation, the UCLA Luskin Center for History and Policy, and the UCLA Center for European and Russian Studies. She holds an M.A. in International Affairs and an M.A. in Cultural Translation from the American University of Paris.

Ofelia García is Professor in the Ph.D. programs in Urban Education and Latin American, Iberian and Latino Cultures at the Graduate Center of the City University of New York. García has published widely in the areas of bilingualism and bilingual education, the education of emergent bilinguals, sociology of language and language policy. She is the general editor of the International Journal of the Sociology of Language and the co-editor of Language Policy (with H. Kelly-Holmes). Among her best-known books are Bilingual Education in the 21st Century: A Global Perspective and Translanguaging; Language, Bilingualism and Education (with Li Wei), which received the 2015 British Association of Applied Linguistics Award. In 2017 she received the Charles Ferguson Award in Applied Linguistics and the AERA Lifetime Career Award in Bilingual Education. She is a member of the National Academy of Education.

Fred Genesee is Professor Emeritus in the Psychology Department at McGill University. He has conducted research on alternative forms of dual language education, the academic development of at-risk students in bilingual programs. language acquisition in typically developing and at-risk pre-school bilingual children, and internationally adopted children. He has published numerous articles in scientific journals, professional books and magazines and is the author of 16 books on bilingualism. He is the recipient of the Canadian Psychology Association Gold Medal Award, Paul Pimsler Award for Research in Foreign Language Education, Canadian Psychological Association Award for Distinguished Contributions to Community or Public Service, California Association for Bilingual Education Award for Promoting Bilingualism and the le prix Adrien-Pinard.

Barbara Kennedy, Ed.D has over 30 years’ experience teaching and leading in multilingual classrooms, preschool through adult. Barbara is a co-author of the Guiding Principles for Dual Language Education, 3rd edition (2018) and is a national presenter and author. She has served as Director of Dual Language and Bilingual Education, Sponsored Projects, at the Center for Applied Linguistics in Washington, DC, where she assisted program directors across the country on program design, implementation, and evaluation. Barbara currently serves as Director of English Learner Support at the Texas Education Agency in Austin, Texas.

Kathryn Lindholm-Leary, Ph.D. is Professor Emerita of Child and Adolescent Development at San José State University, where she taught for 28 years. Kathryn has worked with many two-way and developmental bilingual programs (PreK-12) over the past 30 years and has written books, chapters and journal articles, and has given presentations to researchers, educators and parents. More recently, she worked with the National Academy of Sciences in their report on the development of English/Dual language learners. Kathryn has served on advisory boards or as consultant to federal and state departments of education, various professional organizations and other agencies, school districts and schools.

Patricia Makishima has held many positions in Illinois School District U-46 during the past 20 years. She has taught at the middle and high school levels, has chaired the high school ESL/Bilingual department and served for the last 11 years as a Coordinator for ELL Initiatives. She has been a key leader of the District wide implementation of the 80:20 DL Program. In addition, she is a contributing author in Collier and Thomas’ Creating Dual Language Schools for a Transformed World: Administrator’s Speak. She is an advocate for English learners who has committed her professional career to helping all students become bilingual and biliterate citizens of this global society.

Amy Markos Ph.D. is a teacher educator, specializing in preparing preservice teachers and in-service teachers to support linguistically and culturally diverse learners in educational contexts, from early childhood through high school. She has taught in the university settings for sixteen years and has spent the last twelve years working with educators and administrators through professional development opportunities in PreK-12 contexts. Her research interests include understanding teachers’ dispositions and beliefs about English learners and the use of critical reflection in teacher learning. Amy is also interested in education policies and pedagogical practices related to language learners’ access to quality education.

Kate Menken is a Professor of Linguistics at Queens College of the City University of New York (CUNY), and a Research Fellow at the Research Institute for the Study of Language in Urban Society at the CUNY Graduate Center. Her books are English Learners Left Behind: Standardized Testing as Language Policy (Multilingual Matters, 2008), Negotiating Language Policies in Schools: Educators as Policymakers (co-edited with Ofelia García, Routledge, 2010) and Common Core, Bilingual and English Language Learners: A Resource for Educators (co-edited with Guadalupe Valdés and Mariana Castro, Caslon, 2015). Further information can be found on her website: http://katemenken.org.

Min-Chuan Tsai is currently a doctoral candidate in ESOL/Bilingual Education at the University of Florida and received her Master’s in TESOL from Arizona State University in 2015. Min-Chuan is a UF Graduate School Fellow. Her research interests are dual language teacher preparation, Computer Assisted Language Learning, project-based learning, cross-cultural communication and distance education.

Wilma Valero is the former director of the ELL Program in District U-46. She developed and implemented district-wide coherent procedures for the identification, assessment and placement of emergent bilingual students in a program that validates and recognizes as invaluable assets their language(s) and culture. As the director, Valero led one of the nation’s more ambitious and successful transitions of the traditional bilingual program into a nationally renowned 80:20 Dual Language Program, and in 2012, CABE awarded the district the notable title of the Promoting Bilingualism District of Distinction. In 2014 Wilma was awarded the Friends of the Teacher Mentoring Program (TMP).

Patricia Velasco started her career as a speech pathologist in Mexico City. She holds a MSC from the School of Human Communication Disorders, Mc Gill University and a doctorate from the Harvard Graduate School of Education (HGSE). In 1994 she established a Staff Development Institute (Casa de la Ciencia) that works with indigenous bilingual children and their teachers in San Cristobal de las Casas, Chiapas, Mexico. In 2003, Patricia came to New York City. She first worked for the Reading and Writing Project at Teachers College, Columbia University, as a staff developer supporting teachers all across New York City in addressing the literacy and language needs of English language learners. She was part of the faculty in the Bilingual/Bicultural Program at Teachers College, Columbia University. Currently, she is Assistant Professor of Education at Queens College, City University of New York, where she coordinates the Bilingual Program. Professor Velasco is the director Bilingual Language Supports sponsored by the New York State Department of Education to create practices exclusive to bilingual learners facing the New York State Next Generation Language Standards.

Sara Vogel is a doctoral candidate in Urban Education at the Graduate Center of the City University of New York, interested in the intersection of computer science education, bilingualism, and social justice pedagogy. She is currently the lead research assistant on Participating in Literacies and Computer Science (PiLaCS), a National Science Foundation-funded project which aims to leverage the diverse language practices of bilingual youth as resources in their computer science learning. In the past, she worked as a research assistant for the City University of New York – New York State Initiative on Emergent Bilinguals.

Terrence G. Wiley is Professor Emeritus at Arizona State University and the former President of the Center for Applied Linguistics. Dr. Wiley’s teaching and research have focused on educational and applied linguistics, concentrating on educational language policies; language diversity and immigrant integration; teaching English as a second and international language; bilingualism, literacy and biliteracy studies; and bilingual, heritage and community language education. He received his Ph.D. from the University of Southern California in Education with an emphasis in Linguistics, has two Master’s degrees, in Linguistics and Asian Studies, and a B.A. in History. He has won numerous awards for scholarship, teaching, and service, including the American Association for Applied Linguistics (AAAL) Distinguished Scholarship and Service Award and the Joshua Fishman Award from the National Heritage Language Resource Center.

Preface

M. Beatriz Arias

About 20 years ago, the Center for Applied Linguistics (Christian et al., 1997) published Profiles in Two-Way Immersion Education. This volume showcased three case studies of dual language education in public school settings and concluded that ‘all three sites promote bilingualism, biliteracy and academic achievement.’ (p. 3) At about the same time, the goals, or ‘pillars’ of Dual Language Education (DLE) programs were articulated as (1) Bilingualism and Biliteracy, (2) Academic Achievement and (3) Cross-Cultural Competence (Christian, 1996). The 1997 case studies did not attend very much to that third goal. In the interim, the definition of cultural competence has been refined and focused. Today, Dual Language Education programs strive to support the goals of equity within the context of Dual Language Education, recognizing the importance of the participation of minoritized communities. This has resulted in a more careful scrutiny of equity issues which underscore programmatic issues of language allocation and classroom language policy. This 21st-century volume of Profiles in Dual Language Education provides a more fulsome overview of the role that the third goal has played in DLE research and program planning.

The last two decades have witnessed a sea change in the field of DLE; the popularity of DLE has been validated through increased student enrollment and States have stepped up to support funding and legislation for the implementation of DLE programs. Today, DLE programs include many partner languages (with Spanish the most prevalent), they span the curriculum preK-12 and can culminate with graduation from secondary school with a Seal of Biliteracy.

In this volume, three case studies present DLE implementation at the school, district and city level. These case studies provide examples of how despite conflicts with the traditional DLE language allocation models, and struggles with the hegemony of English, collaborative and cooperative instructional staff can implement effective DLE programs. In view of the increasing demand for DLE programs to span the pre-K through 12 curriculum, we present two chapters addressing the expansion of DLE models to pre-school and secondary school. Finally, because DLE is at the nexus of education and language policies, we provide a chapter to review DLE teacher preparation and a chapter that elucidates the spaces that policy creates for DLE.

This volume begins with a short review of the research that has been conducted in the last 20 years which assesses the three goals: Bilingualism and Biliteracy, Academic Achievement and Cross-Cultural Competence. While there is substantial research on student achievement in DLE programs, the fact that many programs do not assess progress in the partner language, limits our understanding of student progress toward achieving bilingualism and biliteracy. Few scholars have attended to progress on the third goal, cultural competence. Studies addressing cultural competence are difficult to aggregate because of multifaceted definitions. A concern that has emerged in the last five years of DLE research is one for equity, equity in both access and instruction for the minoritized community and linguistic equity, where both languages and all the languaging has equal value and importance. Recently, concerns with the ‘gentrification’ of DLE programs have interrogated the positionality of minoritized communities.

The three Dual Language programs showcased in this volume highlight different contexts (school level, city level, district level) of Dual Language Program Implementation. The first case study focuses on a legacy Dual Language Program which has been in operation since 1966, highlighted in the 1997 volume, Key School in Arlington Virginia. This is a good example of how, over time, a program must adjust to the characteristics of a changing enrollment. This program was originally conceptualized as a gifted program and changes to meet the needs of the current community have been slow in coming. The lack of equity in serving the needs of all children is voiced by the teachers. ‘The native English speakers in our school tend to be above grade level and our ELLs [English language learners] tend to be on or below. Despite our efforts at promoting Spanish and equity among groups, our native English students tend to dominate interactions and we are continually looking for ways to empower our ELLs and further challenge our highly-able students’ (p. 33). The author, Dr. Arteagoitia, emphasizes that resisting the power of English as the dominant language is important both for pedagogical and social reasons.

The second case study highlights the role of policy and community in the development of Dual Language Education in New York City. It proposes reframing ‘dual language’ programs as dual language bilingual education (DLBE) which have the potential to empower communities building on the visions Puerto Ricans had for their children in the 1960s and 1970s. The authors highlight the tensions that exist between DLBE programs as traditionally defined and today’s NYC multilingual communities. They provide a historical backdrop to dual language education in the Bloomberg and NCLB years noting that DLBE was beginning to lose the original intent of all bilingual education: that of providing bilingual communities with a meaningful and equal educational opportunity for their children. The authors interrogate the traditional Dual Language practice of language separation, noting that it does not represent how students use language. They call on DLBE programs to acknowledge the entire multilingual repertoire of most young people today, and establish a multilingual ecology that recognizes all the language practices of their students. With this in mind, the chapter calls for building bilingual programs that do not suffer from a monoglossic ideology that sees bilingualism as simply additive and does not understand its dynamics (García, 2009). Translanguaging may be a way to offer DLBE programs the flexibility they need to grow and expand and be made available in all communities that want it. The authors assert that beyond ‘fidelity’ to one type of bilingual programs, NYC needs to meet the needs of its very varied multilingual citizens in the 21st century. The rigidity of interpreting ‘dual’ as