Dual Language Immersion- 5W1H
What is this immersion thing about anyway?
What:
Who:
Where:
When:
Why:
How:
References:
Links:
What:
- Christian (2011) indicated that dual language education is an additive bilingual approach that focuses on building student’s bilingualism, bi-literacy, and multicultural competences through K to 12 education. Students learn target language with the same curriculum and following the same core standards with the mainstream classes.
- What are differences between One-way and Two-way immersion programs? Collier and Thomas (2004) indicated that One-way dual immersion programs curriculum decisions must meet student population; DLI program must be a minimum of 6 years; two instruction languages must be separate; and use collaborative learning and high cognitive demand lessons to focus on academic core standards. Two-way dual immersion program is a model that combines 50% of native English speakers and 50% of target language speakers while the 50:50 ratio does not need to be executive but it must be at least 70:30.
- The DLI programs instructional time design vary. Utah DLI program uses a 50:50 instructional model, a ratio between target language (50%) and English (50%), but other Sates may use different instructional model such as 90:10 model. For example, the website of Teton County School District (n.d.) shows the ratio from K to fifth grade, K-90:10; 1st-80:20; 2nd-70:30; 3rd-60:40; 4th-50:50; and 5th-50:50.
- The final goals for immersion education are grad level of academic achievement, bilingualism/ multilingualism, bi-literacy/ multi-literacy, and increase students’ cultural sensitivity.
Who:
- Roberts and Wade (2012) indicated the dual immersion programs provides all students an equal opportunity to join DLI and gain language proficiency and culture competency. They use Utah DLI programs as an example to point out that throughout the state, every student of any race, economic conditions, and gender Etc. share the same opportunity to join the DLI program if they wish to.
Where:
- Leite (2013) indicated that the first two-way immersion program was founded in Florida U.S.; the first foreign language immersion was raised in California U.S.; and the first State wide DLI is in Utah.
- The data from Center for Applied Linguistics (2011) Language Immersion Schools by State show that there are 38 States run dual immersion programs. In 2011, Utah had 58 DLI schools compare to the data form Utah State Board of Education (2016) showing that there are 163 schools in 2016-2017 school year and it is continuing growth. (See Utah DLI schools map. Please click HERE. )
- In 2017-2018 school year. There are 195 schools have DLI programs. (Chinese 55; French 27; German 2; Portuguese 9; Russian 1; and Spanish 101) Source: Utah Dual Language Immersion School List & 2017-2018 School List (Utah State Board of Education (USBE))
When:
- Genesee and Lindholm-Leary (2007) indicate that the dual immersion programs were developed in Unite States and Canada around 1960s. The first two-way immersion program was founded in Florida U.S in 1963, the first foreign language immersion was raised in California in 1971, and the first State wide DLI program is in Utah in 2008 (Leite, 2013).
- Roberts and Wade (2012) indicated that some students enter the program from kindergarten year but many schools in Utah do not offer whole day kindergarten so many DLI programs start at first grade. New students can enter the program before Christmas in second grade in Utah DLI programs. However, many states have their own policy. For example, in Wyoming, the Teton County School District (n.d.) allows bilingual and bi-literacy students enter the program at any time (Question 6). Normally DLI program does not accept new students who can only speak English by the end of first grade.
Why:
- Genesee (2008) indicated the three needs of bilinguals/multilinguals which are the growing of business and commerce around the world, people traveling from one country to another, and the telecommunication revolution. The DLI programs can build students competent to meet the future challenges. Collier and Thomas (2004) indicated that they spent two decades to collect data of dual language immersion in 15 different States and they found the results are “truly amazed.” To compare with remedial programs, dual language immersion programs can significantly help students to close the gap of academic achievement when students are below the grade level. (See the benefits of dual language immersion. Please click HERE.)
How:
- Using Utah model as an example to show how DLI programs work: Roberts, Suddreth, and Dickson (2016) indicated that “Utah DLI is a K-12 program with a K-16 goal!” (p. 3) which means that the DLI students can take university 3000 level courses when they pass the AP language and culture exam in high school level. Utah DLI offer 50/50 DLI model that students spent half day in English class and half day in target language class. In the K- 3 grades, DLI students will receive target language instruction in math (20%), content areas (15%), and target language literacy (15%). The English teacher will spend 15% of instruction time to reinforce math and content areas. In grade 4 to 5, the target language teacher do reinforces in math (8.5%), teach target language literacy (25%), and focus on science (16.5%). The English teacher will teach math (16.5%), English language art (25%), and social studies. In the 6th grade, target language teacher shift to teach social studies (16.5%) and English teacher teach science (See DLI program fidelity assurances grades 1-6. Please click HERE.). Roberts, Suddreth, and Dickson (2016) indicated that the school year of 2013-2014 is the first cohort of Utah DLI middle school programs. In the 7th to 9th grades students need to prepare for college courses. In grade 9, students can take the AP language and culture exam. In 10th to 12th grades, students can take a “DLI Language Bridge Project” which allows students to take 3000 level university level courses with partnership universities. The partnership universities are University of Utah, Utah State University, Utah Valley University, Weber State University, Southern Utah University, Dixie State University, and Brigham Young University in Utah. (Roberts, Suddreth, & Dickson, 2016).
- Frequently Asked Questions. (Please click HERE).
- How the teacher uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections, and build skills to apply and extend knowledge in meaningful ways. (Please click HERE to see Utah effective teaching standards.)
- Teaching videos. (Please click HERE to see class videos.)
References:
- Center for Applied Linguistics. (2011). Directory of foreign language immersion programs in U.S. schools. Retrieved (2016, Nov. 28), from http://webapp.cal.org/Immersion/
- Christian, D. (2011). Dual language education. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning, Volume II, pp. 3-20. New
- Collier, V.P., & Thomas, W.P. (2004). The astounding effectiveness of dual language education for all. NABE Journal of Research and Practice, 2(1), 1-20.
- Genesee, F. (2008) Dual language in the global village. In T. Fortune and D. Tedick (ed.), Pathways to Multilingualism: Evolving Perspectives on Immersion Education (pp. 22–45). Clevedon: Multilingual Matters.
- Genesee, F., & Lindholm-Leary, K. (2007). Dual language education in Canada and the USA. In J. Cummins & N. Hornberger (eds), Enclyclopedia of Language and Education, Volume 5: Bilingual Education. Norwell, MA: Springer.
- Leite, J. (2013). Mainstreaming dual language immersion: The Utah model for replicable and sustainable language education (Master's thesis). Utah Valley University, Orem, UT.Retrieved from http://161.28.20.133/cdm/ref/collection/UVUTheses/id/619
- Roberts, G., & Wade, O. (2012). Utah’s quest to mainstream dual language immersion for all students. Soleado: A Publication of Dual Language Education of New Mexico. Retrieved from http://dlenm.org/images/DLENM_soleado/2012.Fall.Soleado.pdf
- Roberts, G., Suddreth, D., & Dickson, S. (2016). Dual Language Immersion Report. Retrieved from https://www.leg.state.nv.us/App/InterimCommittee/REL/Document/2650
- Teton County School District. (n.d.). What is Dual Immersion? Retrieved from http://www.tcsd.org/education/components/faq/faq.php?sectiondetailid=16224#answer_6
Links:
- Bi-literacy, and multicultural competences: http://chinese2016-17.weebly.com/chinese-cultural-progam.html
- Bilingualism, bi-literacy, and multicultural competences: http://www.oh-i-see.com/blog/2013/09/12/culture-smart-3s-and-4s/
- Utah state 50:50 instructional model: http://www.utahdli.org/instructionalmodel.html
- Teton County School District: http://tetoncountysd.wy.schoolwebpages.com/education/components/faq/faq.php?sectiondetailid=16224&&cms_mode=edit#top
- Center for Applied Linguistics: http://webapp.cal.org/Immersion/Doc/Language%20Immersion%20Schools%20by%20State.pdf
- Utah State Board of Education(2016-17 School Year): http://www.schools.utah.gov/CURR/dualimmersion/Home/SchoolList.aspx
- Utah DLI schools map:https://www.google.com/maps/d/viewer?mid=1AcLvfczxFs7NR_KOThZzmZB3tIk&ll=39.48261200093988%2C-111.79148509999999&z=6
- Teton County School District (Q&A): http://tetoncountysd.wy.schoolwebpages.com/education/components/faq/faq.php?sectiondetailid=16224&&cms_mode=edit#top
- Benefits of dual language immersion: http://www.utahdli.org/whyimmersion.html
- DLI program fidelity assurances: http://www.utahdli.org/images/DLI%20Assurances%20Grades%201-6.pdf
- Utah DLI middle school programs: http://l2trec.utah.edu/utah-dual-immersion/index.php
- DLI Language Bridge Project: http://l2trec.utah.edu/utah-dual-immersion/utah-model/BridgeProjectFlyer_Sept2014.pdf
- Frequently Asked Questions: http://www.utahdli.org/faq.html
- Various instructional strategies: http://chinesehuang.weebly.com/standard-7-instructional-strategies.html
- Teaching videos: https://www.youtube.com/results?search_query=northlake+elementary+chinese+dual+immersion