The document summarizes a transitional bilingual education program for Royse City ISD. It discusses using students' first language, like Spanish, to introduce new concepts in core subjects while building English comprehension and vocabulary. Key aspects of the program include providing comprehensible input through techniques like think-alouds and demonstrations, creating a low-anxiety environment, and gradually increasing English instruction over time while continuing to support students in their first language. Concurrent translation between languages is discouraged as it does not require students to understand the message in the target language.

1. ROYSE CITY BILINGUAL PROGRAM FALL 2011 Marie Lowry Royse City ISD

2. Transitional Early Exit What is it? Most common bilingual program in Texas. Transfers students to an English-only instruction no earlier than 2 years and no later than 5 years.

3. What does research tell us about successful programs? “Programs that provide good instruction in the first language, together with comprehensible input in English, succeed in teaching English.” (Krashen, 1993)

4. Key factors for successful English language learning. Comprehensible Input Low- anxiety environment The Royse City Plan

5. 1. Comprehensible Input Comprehensible input…. What does that look like? Professional Journal activity – Read and follow directions.

6. Would anyone like to share what you learned? Post comprehensible input Would you like to share now?

8. Comprehensible input means ….. creating a bridge that supports and facilitates understanding.What are some very effective ways of doing that?

9. Create sticky surfaces for language!

10. Introduce important concepts in Language 1 on the first day of instruction in Math, Science, and Social Studies. Use L1 for L2 when needed. (Fillmore & Snow, 2000; Krashen, 1985; Lightbrown & Spada, 2006)

11. Build background knowledge Make connections to past learning and life Explicitly state what is going to be learned Think alouds Demonstrations Preteachdifficult vocabulary Provide opportunities to manipulate the information

12. Provide PLENTY of time for interaction Provide time to discuss the new concepts Ask good questions! I wonder…. I noticed…..What did you notice? How can you use this? What does this make you think of?

13. 2. Create a Low Anxiety Environment So….how important is supportive communication? An activity- Can you draw a picture of a yourself? How about if……

14. Relationship + Connection = Learning

15. An ELL’s affective filter (protective shield) goes up if he does not feel safe and successful. How much learning is likely to take place?

16. An ELL’s affective filter comes down when she feels safe and valued. How much learning is likely to take place?

17. “A child must have some version of. “Yes, I imagine I can do this. “ And the teacher must also view the present child as competent and on that basis imagine new possibilities.” (Dyson, 1999)

18. Take a moment to reflect on the culture of your classroom. Draw a picture that captures the essence of you classroom. What do you like? Reflect What would you like to change? Share with a friend.

19. Pre- Kindergarten Although children are primarily learning their letters in Spanish, as mastery is achieved, it is beneficial to expose them to letters/sounds in English. This would best be done during separate Spanish and English instruction times. Songs and stories are great vehicles for instruction. Much of the instruction at the beginning of the year will be in Spanish, but as the children master routines, it would be beneficial to begin providing instructions in English. Rhyming can taught in both (easier in English).

20. Math After children learn their colors/shapes/numbers etc. in Spanish, they love to learn them in English Science/Social Studies Once children learn the concepts in Spanish, it is enjoyable for them to begin to learn the English vocabulary associated with new concepts.

21. Bilingual Program Kindergarten- Language Arts and Reading

22. Spanish/English times must be separate. However, if during English instruction time a child becomes confused, it is appropriate to explain in Spanish. While Spanish is being mastered, letters and sight words are being introduced and learned in Spanish. Read-alouds in both languages everyday. ** Imagine Learning

23. Kindergarten Kindergarten Math/Science/Social Studies Introduce Concepts in Spanish. Books in English/Spanish. Reinforce in English. Clarify in Spanish whenever necessary. Use English to give simple instructions whenever possible. In the hallways, classroom instructions, cafeteria, etc.

24. First grade First Grade Language Arts and Reading

25. First Grade Math/Science/Social Studies Introduce Concepts in Spanish. Build and reinforce vocabulary in English. Give students plenty of time to manipulate concepts and practice new vocabulary. Model vocabulary and use it repeatedly. Applaud effort when student uses Academic Language. Clarify in Spanish whenever necessary.

26. Second Grade Second Grade Language Arts and Reading

27. During Second grade students are functioning primarily in English. However, Spanish should be used to introduce complex concepts and whenever clarification is needed. Spanish readers should be provided in the classroom and students should have opportunity to take Spanish reading materials home.

28. What not to do… ***Ineffective programs use concurrent translation, in which a message is conveyed to students in one language and then translated in the other. Why shouldn’t we do this?

29. Why is direct translation ineffective? Because it results in there being no need to negotiate meaning! The child does not have to listen to the message in the second language since he knows it will be repeated!! (Legarreta, 1979)