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EDUCATE

DLI�Family

Education

ENGAGE

EMPOWER

USDE Grant: Dual Language and Immersion Pathways to English Learner Success

Dual Language and Immersion Family Education:�Supporting Students in Secondary Programs�Session 2

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Your name
Number and ages of your children
Your school
Languages spoken at home

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Introductions

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I understand that

how I support my child will change as he or she moves from elementary, to middle, to high school.
how I support my child in high school will have implications for college readiness

Objective 3

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At the elementary level, parent involvement � is commonly front and center.

Involvement at the secondary level is often much less visible,� though just as valuable. �

Pngitem.com

(Ferguson & Rodríguez, 2005; https://sedl.org/connections/resources/rb/rb3-Secondary.pdf)

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School involvement at the secondary level might include:

special meetings to communicate test information or test preparation strategies;
discussions on college planning;
participation on a school improvement team;
workshops designed to teach homework strategies or methods to address adolescent issues.

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(Ferguson & Rodríguez, 2005; https://sedl.org/connections/resources/rb/rb3-Secondary.pdf)

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What are some of the challenges DLI families face when it comes to helping/guiding/supporting their children in middle or high school?

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How can you successfully support your teenager’s academic achievement?�

Talk often with your child about school and about what your child is learning.
Monitor homework.
Keep your child focused on learning during the school year.
Communicate with your child’s teachers.
Help your child make plans for postsecondary education.

(Ferguson & Rodríguez, 2005; https://sedl.org/connections/resources/rb/rb3-Secondary.pdf)

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How can you help your child make plans for postsecondary education?

Monitor your child’s course choices.
Communicate your high expectations for academic performance, which includes:

enrollment in college-credit courses while in high school;
enrollment in advanced math classes;
strong cumulative high school Grade Point Average (GPA);
no failures in core subjects.

All Free Download

(Camara, 2013)

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What are the options for college-credit courses in high school?

The Advanced Placement Program

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is an educational partnership between secondary schools and colleges and universities;�
provides high school students with the opportunity to take college-level courses in a high school setting.�

(Minnesota Office of Higher Education, 2017a; https://www.ohe.state.mn.us/dPg.cfm?pageID=1068)

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Additional benefits and opportunities for DLI students:

Advanced language and literature courses are offered in Spanish.

Most colleges and universities nationwide offer college credit (to satisfy language requirements), advanced placement (for further language study), or both, for qualifying AP Exam scores.

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Postsecondary Enrollment Options (PSEO) Program �

allows high school students to enroll in courses taught by college instructors on college campuses;�
offers high school students the opportunity to earn college credit at no cost and, after graduation from high school, to potentially enter into postsecondary institutions with some course requirements already met.

(Minnesota Office of Higher Education, 2017b; https://www.ohe.state.mn.us/mPg.cfm?pageID=797)

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Concurrent Enrollment Program�

serves public high school students enrolled in a college-level course taught at the high school during the regular school day; �
allows students to earn high school and college credit concurrently.�

(Minnesota Office of Higher Education, 2017b; https://www.ohe.state.mn.us/mPg.cfm?pageID=797)

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The International Baccalaureate Diploma Program � (full program)�

is a comprehensive two-year international curriculum offered in the high school, for students aged 16-19;�
requires students to study and pass exams in six different academic subjects, including a language other than English; and�
is accepted as an admissions credential at more than 1,000 North American Colleges and in more than 100 countries.

(Minnesota Office of Higher Education, 2017c; https://www.ohe.state.mn.us/mPg.cfm?pageID=797)

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Students who do not earn the IB diploma are still eligible for college credit. However, students who earn the IB diploma receive more college credit than those who don’t. �
To meet the Language requirement for the IB diploma, students must be at Level 6, which is the equivalent of Advanced Low on the ACTFL standards. Many DLI students achieve this level by the end of grade 12.

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Additional benefits and opportunities for DLI students:

(Global Seal of Biliteracy; https://theglobalseal.com/ib-test-state-seal-of-biliteracy-resources)

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ADVANCED LOW speakers can

communicate with native speakers on a variety of familiar and general topics;
read and understand a variety of fiction and nonfiction texts if not too complex; and
present information in writing, though academic language is weak.

(ACTFL, 2017; https://www.actfl.org/resources/ncssfl-actfl-can-do-statements)

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Why is enrollment in college-credit courses so important?

Students who enroll in college-credit courses:�

are more likely to immediately enroll - and stay - in college �than their peers;
have significant flexibility in how to tailor their academic programs to their specific needs; and
reduce the time and cost to earn degrees and enter the workforce.

Freepik

(College in High School Alliance, 2020; https://www.collegeinhighschool.org/)

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Another Benefit for DLI Students: Seal of Biliteracy�and World Language Proficiency Certificates

(Seal of Biliteracy, 2020)

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Minnesota districts award Minnesota bilingual and multilingual seals to high school graduates who demonstrate the required levels of language proficiency in speaking, writing, reading and listening for languages other than English.

(Minnesota Department of Education, 2020)

Minnesota Department of Education

What are Bilingual and Multilingual Seals and World Language Proficiency certificates?

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Many universities will award free college semester credits to graduating high school students who receive bilingual and multilingual seals and world language proficiency certificates.

(Minnesota Department of Education, 2020)

Minnesota Department of Education

What are the benefits of earning a bilingual seal

or a world language proficiency certificate?

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In addition to demonstrating the required proficiency levels in a language other than English, students must:

demonstrate mastery of Minnesota's English language proficiency standards; and
satisfactorily complete all required English language arts credits.

(Minnesota Department of Education, 2020)

Minnesota Department of Education

What are the other requirements for a bilingual or multilingual seal?

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SEALS OF BILITERACY

(District 201, 2019)

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The Value of Language Study for College Admission

No matter where students apply for college, demonstrated proficiency in a language other than English will improve their chances of being admitted.�

Life in college and after college has become increasingly globalized, so strength in a second language carries a lot of weight with admissions counselors.

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(Grove, 2020; https://www.thoughtco.com/foreign-language-requirement-college-admissions-788842)

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How can you support your child’s DLI experience at the� secondary level?

�In a DLI program, the best way for Spanish home language speakers �to have a positive impact on their child’s future as a bilingual is to

commit to DLI through grade 12;
continue to speak Spanish and expect their child to speak Spanish in the home;
encourage their child to speak Spanish in the community. �

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The best way for English home language speakers to have a positive impact on their children’s future as a bilingual is to

commit to DLI through grade 12;
help them find ways to use Spanish outside of the classroom and school; and
encourage them to continue language study in college and to pursue study abroad.

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If students were asked to rate themselves on a 1-5 scale, with 1 being “I don’t want to stay in the DLI program through grade 12” and 5 being “I am 100% committed to DLI through grade 12,” what do you think your child’s response would be?

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I understand that there are many different careers open to those who are bilingual and biliterate.

Objective 4

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(ACTFL, 2012, 2015)

Language Proficiency and the Workplace

Almost all DLI students

Many DLI students

Fire fighter, Utilities Installer, �Auto Inspector, Aviation Personnel, �Tour Guide

Physician, Military Linguist Medical Interpreter �K-12 language teacher

University Professor, Lawyer

Enrolling your child in a DLI program is not enough to ensure the level of proficiency necessary for the most demanding careers, such as physician or lawyer. However, you are setting your child on a solid path to a bilingual future. We have already seen that almost all DLI students who remain in the program from kindergarten through grade 12 achieve proficiency in the Intermediate Mid range and many immersion students even reach the Advanced Low range by the end of grade 12. But in order to achieve the high level of language proficiency required to work in a bilingual environment, students will need many additional opportunities to use Spanish and will have to continue formal study of the language as well.

This graph shows some traditional careers for today’s bilinguals. There will be many other careers for bilinguals in the future that don’t even exist today.

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Bilingual Careers

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Research has shown that individuals who are high use bilinguals – who use both languages frequently for personal and professional purposes – and who have very high levels of biliteracy

are more likely to attend and graduate from 4-year colleges, which increases opportunities in the labor market;
are likely to have more prestigious and higher paying careers; and
have greater opportunities for career advancement.�

These benefits are increasingly critical for young people in today’s global economy!

(Porras, Ee & Gándara, 2014; Santibañez & Zárate, 2014)

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Jessica

Manuel

Maya

Maria

Peter

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Language spoken at home	Years of Spanish language study	Other language experience	Spanish Proficiency
English	K–12 DLI Spanish	4-week volunteer service program in Costa Rica during college	Can initiate and maintain conversations on familiar topics by asking and responding to a variety of questions. Can read and understand short, straightforward texts. Can communicate in writing in social contexts but with errors. Professional writing is beyond her capability.

(ACTFL, 2017)

Jessica

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Language spoken at home	Years of Spanish language study	Other language experience	Spanish Proficiency
Spanish	K–12 DLI Spanish, �4 years of college (Spanish major)	Extended stays with family in Mexico	Can maintain spontaneous conversations and discussions with native speakers on familiar and unfamiliar topics in academic, social, and professional contexts. Can make oral and written presentations on complex topics. Can read and understand complex fiction and nonfiction texts.

(ACTFL, 2017)

Manuel

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Language spoken at home	Years of Spanish language study	Other language experience	Spanish Proficiency
English	K–12 DLI Spanish, �4 years of college (Spanish major)	Year-long study abroad in Spain	Can converse effectively with native speakers about familiar topics, including some academic and professional. Can present orally and in writing but on a limited range of topics. Can read and understand a variety of fiction and nonfiction texts.

Maya

(ACTFL, 2017)

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Language spoken at home	Years of Spanish language study	Other language experience	Spanish Proficiency
English	K–6 DLI and two years traditional Spanish classes in middle school	none	Can understand if the topic is familiar and the speaker speaks slowly. Can maintain a very simple conversation. Can read and understand short, uncomplicated texts. Poor writing skills.

Peter

(ACTFL, 2017)

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Maria

Language spoken at home	Years of Spanish or language study	Other language experience	Spanish Proficiency
Mostly English though parents speak to her in Spanish	K–12 DLI, 4 years college Spanish (Spanish minor)	Spanish Club in college	Can communicate with native speakers on a variety of familiar and general topics. Can read and understand a variety of fiction and nonfiction texts if not too complex. Can present information in writing, though with errors.

(ACTFL, 2017)

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Advanced High	Physician, Financial Services Consultant, Military Linguist, Translation Officer
Advanced Mid	Banking and Investment Services, Customer Service Representative, Medical Interpreter, Court Interpreter
Advanced Low	K–12 Language Teacher, Nurse, Social Worker, Police Officer, Legal Secretary
Intermediate High	Fire Fighter, Utilities Installer, Auto Inspector, Aviation Personnel, Tour Guide
Intermediate Mid	Cashier, Sales Clerk, Receptionist
Intermediate Low

ORAL PROFICIENCY LEVELS IN THE WORKPLACE

(ACTFL, 2015)

Debrief placement of candidates by pointing out:

Spanish home language speakers like Manuel who continue to speak Spanish in the home, spend extended periods of time in a Spanish-speaking environment and continue their Spanish studies in college are the most likely to achieve high levels of proficiency.

English-language speakers like Maya need four years of advanced Spanish in college and an extended stay in a Spanish-speaking country if they are to achieve the high levels of language proficiency and cultural competence necessary for a bilingual career.

Students like Maria may have good speaking skills, but they still need advanced language study in college to acquire the necessary academic language and writing skills required in higher level careers.

Students at the Intermediate Mid level like Jessica may be able to get by orally if the task is not too demanding, but they are limited in their use of the language and their skill level would have low marketability.

Students like Peter are out of luck! Staying in the program through high school is the minimum requirement, even for low-level jobs.

All candidates can improve their skills just by using their language every day at home, in their jobs, traveling, reading or watching TV/movies in Spanish, etc. But if they do nothing to maintain and further develop their language skills during their four years of college, much of the proficiency gained during their K-12 DLI education will be lost by the time they are ready to enter the workforce.

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“Education is our passport to the future, for tomorrow belongs to the people who prepare for it today.” � - Malcolm X

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Please complete the short questionnaire to help us to see what you learned in this workshop and how we can improve it.

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USDE Grant: Dual Language and Immersion Pathways to English Learner Success

We thank you for coming this evening

and for your active participation!

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ACTFL – American Council on the Teaching of Foreign Languages. (2012). ACTFL proficiency guidelines. Alexandria, VA: ACTFL. Available at: https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012.
ACTFL. (2015). Oral proficiency levels in the workplace. Retrieved from https://www.actfl.org/sites/default/files/pdfs/TLE_pdf/OralProficiencyWorkplacePoster.pdf.
American Council on the Teaching of Foreign Languages (ACTFL). (2017). ACTFL-NCSSFL Can-Do Statements. Alexandria, VA: Author. Retrieved from: https://www.actfl.org/resources/ncssfl-actfl-can-do-statements.
Camara, W. (2013). Defining and measuring college and career readiness: A validation framework. Educational Measurement: Issues and Practice, 32(4), 16–27.
College in High School Alliance. (2020). Promoting effective transitions between high school and college. Retrieved from: https://www.collegeinhighschool.org/
District 201. (2019). The Seal of Biliteracy at J. Sterling Morton High School. Videos of students’ reflections on the Seal of Biliteracy. Retrieved from https://il01904869.schoolwires.net/Page/681.

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References

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Ferguson, C., & Rodríguez, V. (2005). Engaging families at the secondary level: What schools can do to support family involvement. A strategy brief of the National Center for Family and Community Connections with Schools. Retrieved from: https://sedl.org/connections/resources/rb/rb3-Secondary.pdf
Global Seal of Biliteracy. (n.d.). International Baccalaureate Language Exam. Retrieved from: https://theglobalseal.com/ib-test-state-seal-of-biliteracy-resources.
Grove, A. (2020). Foreign language requirement for college admissions. ThoughtCo.com. Retrieved from https://www.thoughtco.com/foreign-language-requirement-college-admissions-788842.
Minnesota Department of Education. (2020). Minnesota Bilingual Seals Program. Retrieved from https://education.mn.gov/MDE/dse/stds/world/seals/index.htm.
Minnesota Office of Higher Education. (2017a). Advanced Placement. Retrieved from https://www.ohe.state.mn.us/dPg.cfm?pageID=1068
Minnesota Office of Higher Education. (2017b). Postsecondary Enrollment/Concurrent Enrollment. Retrieved from https://www.ohe.state.mn.us/mPg.cfm?pageID=797
Minnesota Office of Higher Education. (2017c). International Baccalaureate. Retrieved from https://www.ohe.state.mn.us/mPg.cfm?pageID=797

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Clipart and images taken from Berserkon, Creative Commons, Pixabay, Pixy, Clipart Library, Freepik, ClassroomClipart and All Free Download are copyright-free and do not require permission or attributions.

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Permissions

Porras, D.A., Ee, J., & Gándara, P.C. (2014). Employer preferences: Do bilingual applicants and employees experience an advantage? In R.M. Callahan & P.C. Gándara (Eds.), The bilingual advantage: Language, literacy and the US labor market (234–257). Bristol, UK: Multilingual Matters.

Santibañez, L., & Zárate, M.E. (2014). Bilinguals in the US and college enrollment. In R.M. Callahan & P.C. Gándara (Eds.), The bilingual advantage: Language, literacy and the US labor market (211–233). Bristol, UK: Multilingual Matters.

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Contributors

University of Minnesota:

Maureen Curran-Dorsano
Diane J. Tedick

Un agradecimiento especial al traductor, Anselmo C. Castelán

y a los padres de los estudiantes de nivel secundaria de DLI que brindaron información e ideas sobre el contenido de estos talleres.

�

Authors

Camila Carroll, Saint Paul Public Schools
Elizabeth Dwight, Minneapolis Public Schools
Robyn Eliason, Minneapolis Public Schools
Liz Hathaway-Castelán, Saint Paul Public Schools
María Lara, Risen Christ Catholic School
Leah Laurent, Minneapolis Public Schools
Corina Pastrana, Minneapolis Public Schools
Carmen Grace Poppert, Risen Christ Catholic School
Amanda Sell, Saint Paul Public Schools
Sarah Streitz, Richfield Public Schools
Ana Vásquez, Minneapolis Public Schools