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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

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

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Introductions

Pixabay

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Dual Language and Immersion Basics
Bilingualism and Biliteracy
Challenges of DLI
College and Career Opportunities�

Workshop Topics

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

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I understand that

students can earn college credit in a variety of ways by demonstrating high levels of bilingualism and biliteracy;
there are many different jobs, careers and other enriching opportunities open to those who are bilingual and biliterate.

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Session objectives

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I understand that students can earn college credit �in a variety of ways by demonstrating high levels of bilingualism and biliteracy.

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Objective 1

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Participation in Seal of Biliteracy Programs

(Seal of Biliteracy, 2020)

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

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

(Minnesota Department of Education, 2020)

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2. What are the benefits of earning a bilingual seal or a world language� proficiency certificate?

Minnesota State Colleges and Universities (Minnesota State) 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

(Minnesota Department of Education, 2020)

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3. How many semesters will Minnesota State colleges and universities award for seals and world language proficiency certificates?

World language proficiency certificate	Intermediate-Low	2 semesters
Gold bilingual or multilingual seal	Intermediate High	3 semesters per language
Platinum bilingual or multilingual seal	Advanced Low	4 semesters per language

(adapted from Minneapolis Public Schools, n.d.)

Minnesota Department of Education

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

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;
satisfactorily complete all required English language arts credits.

Minnesota Department of Education

(Minnesota Department of Education, 2020)

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SELLOS DE BILINGÜISMO

SEALS OF BILINGUALISM

(Del Norte County, 2017; District 201, 2019)

Click on each of the two pictures on the left to see the videos or on the video icon to take you to the home page: https://il01904869.schoolwires.net/Page/681 The home page includes all of the videos. You could just use that, but just in case their site links don’t work, here are the YouTube URLs:�https://www.youtube.com/watch?time_continue=74&v=xDUVP1Jdrn0�https://www.youtube.com/watch?time_continue=2&v=plSHKr9bpVI

Click on the video icon on the right for the second video. This one is all in English, but it does show an English and a Chinese home language (or heritage?) speaker as well as Spanish speakers. You can stop at 2:06.

https://www.youtube.com/watch?v=8uBStCM9Fw8

It's unfortunate that most of these students are Spanish home language speakers. You should add that many seals have been awarded to English speaking students who have learned Spanish (and other languages) as a second language.

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Advanced Placement (AP) language & literature courses in second language

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Retroactive credits based on language proficiency exams

Higher level exam for IB diploma

Other Ways to Obtain College Credits�Based on Language Proficiency

Students with high levels of bilingualism and biliteracy can earn college credits even before going to college through several different paths. These are great ways to earn college credit for FREE! Read the slide. Provide information only about the options specific to your district.

Advanced Placement is a program in the United States and Canada that offers college courses and exams to high school students. Most colleges and universities nationwide offer college credit, advanced placement, or both, for qualifying AP Exam scores.
PSEO and College in the Schools: These programs allow high school students (typically 12^th gr.) to take college classes for credit and for free while still in high school.
Minnesota State colleges award credits based on Language Proficiency Exam.
For the IB diploma: Students who don’t 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. IB Foreign language requirement: students must be at Level 6 – DLI students have a jumpstart for completion of language requirement.

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You have learned how your child can earn college credit (for free!) by achieving a high level of proficiency in both English and Spanish. �

Why is it important for you to know this now, while your child is still in elementary school?

flickr

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I understand that there are many different jobs, careers and other enriching opportunities open to those who are bilingual and biliterate.

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Objective 2

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Career Opportunities for Bilinguals

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(Alpert, 2015)

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Almost all DLI students

Many DLI students

(ACTFL, 2012, 2015)

Language Proficiency and the Work Place

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

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

University Professor, Lawyer

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Bilingualism in the Digital Era

GAMING

TV, FILM,

RADIO

DIGITAL �CONTENT

pxhere

MOBILE APPS

maxpixel

WEB DESIGN

pixabay

and

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Children of immigrants who can speak, read and write in both English and the language spoken at home have an advantage in the labor market.�
Individuals with immigrant backgrounds who only speak English and don’t retain the home language lose between $2,000 and $5,000 annually.

In contrast, those with immigrant backgrounds who know both English and the language spoken at home — also known as “balanced bilinguals”—are more likely to earn more money than those who only know English.

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In summary:

(Agirdag, 2014; Navarez, 2015; Rumbaut, 2014)

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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
have very high levels of biliteracy

are those who…

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!

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

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High school students who participate in �two-way immersion programs, from �elementary through high school have:

high levels of academic competence and motivation;
ambitions to go to college;
knowledge about how to apply to and get �into college;
and pride in bilingualism.

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(Lindholm-Leary & Borsato, 2001)

T

O

D

A

Y

T

O

M

O

R

O

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The future begins now!

Wikimedia commons

dreamstime

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“Integration of our global economy is not the only driving force for the need for higher-level soft skills; large global migration driven by both economic and political forces also has a large impact on workforce demands. To respond to both our current and future workforce needs, we have to redefine what an educated and talented workforce looks like. The answer includes one that is multilingual and multicultural.”

We don’t know what the future holds, but….

(Price, 2018)

Language Proficiency and Careers of the Future

Pixabay

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Check out our website

for more information

on this topic and others.

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EDUCATE

DLI�Family

Partnership�Website

ENGAGE

EMPOWER

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

http://carla.umn.edu/immersion/parentinfo/index.html

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http://carla.umn.edu/immersion/parentinfo/index.html

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http://carla.umn.edu/immersion/parentinfo/english.html

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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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Time to celebrate!

Pixabay

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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.

Alpert, D. (2015). Education in multiple languages gives kids a big boost, which means high demand for DC’s programs. Greater, Greater Washington. Retrieved from https://ggwash.org/view/38406/education-in-multiple-languages-gives-kids-a-big-boost-which-means-high-demand-for-dcs-programs.

Agirdag, O. (2014). The long-term effects of bilingualism on children of immigration: Student bilingualism and future earnings. International Journal of Bilingual Education and Bilingualism, 17(4), 449–464.

Del Norte County. (2017). Seal of Biliteracy. Seal of Biliteracy recipients of Del Norte County share their thoughts on the importance of knowing more than one language. Retrieved from https://www.youtube.com/watch?v=8uBStCM9Fw8.

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.

Lindholm-Leary, K. J., & Borsato, G. (2001). Impact of two-way bilingual elementary programs on students’ attitudes toward school and college. University of California, Santa Cruz: Center for Research on Education, Diversity & Excellence, Research Report 10.

Minneapolis Public Schools. (n.d.). Bilingual seals and world language proficiency certificates. Retrieved from http://worldlanguages.mpls.k12.mn.us/bilingual_seal_testing.

Minnesota Department of Education. (2020). Minnesota Bilingual Seals Program. Retrieved from https://education.mn.gov/MDE/dse/stds/world/seals/index.htm.

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References

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Navarez, G. (2015). Bilinguals have been college outcomes, labor advantages: New study. NBC News. Retrieved from https://www.nbcnews.com/news/latino/bilinguals-have-better-college-outcomes-labor-advantages-n444046.

Price, S. (2018). Redefining the Talented Workforce. Retrieved from https://englishclassviaskype.com/blog/how-to-learn-english/redefining-the-talented-workforce/.

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.

Rumbaut, R.G. (2014). English plus: Exploring the socioeconomic benefits of bilingualism in Southern California. In R.M. Callahan & P.C. Gándara (Eds.), The bilingual advantage: Language, literacy and the US labor market (182–210). 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.

Seal of Biliteracy. (2019). Seal of Biliteracy. Retrieved from https://sealofbiliteracy.org/. [Map retrieved on November 3, 2019.]

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References

Acknowledgements

Clipart taken from Clipart.email, Clipartpanda, Goodfreephotos, Phillipmartin, Pickit, and Pixabay are copyright-free and do not require permission or attribution.

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Amanda Lea (Eastern Carver County)
Cathy Camarena (St. Paul)
Teresa Chavez (Roseville)
Carolina DuFault (Risen Christ)
Tara W. Fortune (UMN)
Leticia Guadarrama (Minneapolis)
Liz Hathaway-Castelán (St. Paul)
Laura Hofer (Richfield)
Bounthavy Kiatoukaysy (St. Paul)
Corina Pastrana (Minneapolis)
Melissa Richards de Campaña (St. Paul)
Anita Sasse (Northfield)
Kate Trexel (UMN)
Megan Unger (Minneapolis)

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Contributors

University of Minnesota:

Maureen Curran-Dorsano
Diane J. Tedick
Corinne Mathieu

Special thanks to our translator, Anselmo C. Castelán

and to our external consultant,�Edward M. Olivos,�University of Oregon

Authors