Creating an Environment Where Language Flourishes
- A Resource for Elementary Classroom Teachers
Developing Biliteracy
Debating:
Translanguaging advocates argue that we should allow students to use all the linguistic resources they have. Are we shifting away from a strict separation of languages? What research supports your practices?
Literacy Instruction
For 90:10 dual language programs, in which students are receiving almost all of their instruction through the partner language, research supports that literacy begins in that language for all students.
Theories of second language acquisition enable us to develop a deeper understanding of how children learn in a second language.
Jim Cummins on additive bilingualism
Additive Bilingualism
This vision of multilingualism and multiculturalism for dual language programs incorporates the concept of additive bilingualism, in which students are provided the opportunity to acquire a second language at no cost to their home language. (Hamayan, Genesee, & Cloud, 2013).
Guiding Principles for Dual Language Education 3rd edition (p.20)
Teaching for Cross-Language Transfer in Dual Language Education: Possibilities and Pitfalls Jim Cummins
If bilingual and immersion programs are to reach their full potential, I believe we must question the monolingual instructional orientation that dominates the implementation of many of these programs and in some cases has assumed the status of dogma.(p.13)
Research has shown that many dual-language programs, which strive to develop true biliteracy and bilingualism [...] struggle to encourage students to value [target language] and continue to speak, read, and write in it beyond 4th grade (Freeman, 2004; Potowski, 2007). (p.7)
Rather than looking for one language that is dominant, we need to view students who speak two languages as having strengths in both languages (de Jong, 2011) (p.9)
Escamilla (1999, 2000; Escamilla et al., 2010) argues that bilingual learners should not be compared with monolingual learners and that their two languages should be viewed as forming a whole. (p.9)
Programs that look at cross-linguistic transfer as bridging [...] enrich students' linguistic resources and encourage higher-level thinking. (p.134)
Pause to Ponder:
How do you tap into your students' linguistic repertoire? Do you engage your students in comparing both languages you teach?
Cummins (2000) theorized that there is a common underlying proficiency beneath the surface of both languages, consisting of a set of cognitive, language, and metalinguistic skills that the learner can draw upon in both languages. There is considerable research demonstrating that a strong first language can serve as an important foundation for the second language and can lead to stronger achievement and English language development at the preschool, elementary, and secondary levels (e.g., August & Shanahan, 2006, 2010; Genesee et al., 2006; LindholmLeary, 2016; National Academies, 2017; Riches & Genesee, 2006).
Guiding Principles for Dual Language Education 3rd edition (p.50)
The Dual-Iceberg Representation of Bilingual Proficiency
Exemplary Practice-Principles for Dual Language Education 3rd Edition (p.24)
"There is a program-wide plan for promoting additive bilingualism and biliteracy that takes home language profiles into consideration, is grounded in proficiency standards or a scope-and-sequence document, and is coordinated at the district level. Implementation is consistent at all grade levels, and the program successfully prepares students to obtain Advanced Placement credit of the Seal of Biliteracy. The program communicates and advocates for these goals at the district, state, and national level.
Minnesota Certificate and Seals of Bilingualism
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In 2014, Minnesota created a law to award high school students' proficiency in two or more languages, establishing Certificates and Seals of Bilingualism.
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In 2015, the law was amended. Awards in Minnesota are now based on the American Council on the Teaching of Foreign Languages (ACTFL) Levels of Proficiency.
MINNESOTA STATE COLLEGES AND UNIVERSITIES ARE REQUIRED BY LAW TO AWARD CREDITS.
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