1 of 46

1

2 of 46

2

EDUCATE

DLI�Family

Education�

ENGAGE

EMPOWER

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

Dual Language and Immersion

Family Education

3 of 46

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

3

Introductions

Pixabay

4 of 46

4

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

Workshop Topics

5 of 46

I understand

the challenges that students will face on the pathway to bilingualism and how parents can support them;
some common myths about students learning in two languages and how to respond to them.

5

Session Objectives

6 of 46

6

The Power of English

(Carter, 2018)

�Scenario 1

Challenge #1

goodfreephotos

English is the superpower of languages, not only in this country, but around the world. Our Hmong home language students are surrounded by English and since it is the language of peer culture, movies, TV, the Internet, video games, etc., they are motivated to learn and use the language outside of school. Many come to prefer English over their own language. Social pressure to speak English is so great that immigrant parents may notice resistance to using the home language as early as kindergarten. Even if parents and grandparents continue to use the home language, their grandchildren will often respond to them in English. Linguists call this the “three generation pattern.”

English home language students also are challenged by the power of English. Because of the limited amount of exposure they have to a second language, it is much harder for them achieve proficiency in that language so they tend to revert back to English whenever they can.

7 of 46

7

A parent is visiting her child’s grade 5 DLI classroom during Hmong instructional time and is surprised to hear some students using English in small group work. What might be the explanation?

Scenario #1

�Scenario 2

An English-speaking student asked everyone to please speak English.�

b. Research shows that all DLI students prefer English by grade 4 or 5, so they sometimes fall into English when working in groups.

c. In a dual immersion classroom, students can choose to speak � either language and this group chose English.

8 of 46

8

A Hmong parent can’t understand why her son only wants to speak English at home, but she thinks he will be able to use Hmong with his grandparents when they come to visit next year. What does the research say about this?

(Carter, 2018)

Scenario #2

Once the child’s grandparents speak to him in Hmong, he will automatically respond in that language.

Her son is in a dual language program so will be able to speak

both languages equally well.�

c. By not speaking Hmong at home, her son risks not being able to� communicate with his grandparents.

9 of 46

9

phillipmartin.info

10 of 46

I hear English-speaking students in a DLI program have high levels of proficiency in Hmong by the end of elementary school.

10

Compared to traditional language learners, yes. But because they are surrounded by English, students need extensive added exposure to both social and academic language if they are to become bilingual and biliterate in Hmong. It takes many years – from kindergarten through high school and beyond – to achieve advanced levels of proficiency in a second language. (Genesee, 2007)

HEARSAYER:

11 of 46

11

Reading, Mathematics, Science

Challenge #2

�Scenario 3

Pixabay

Statewide Testing

Testing is used in schools to measure student achievement. The Minnesota Comprehensive Assessments (MCA) are the state tests that help districts measure student progress toward Minnesota’s academic standards. Students take tests in reading and math, beginning in grade 3, and science in grade 5. These tests are a challenge for DLI students who may have received initial literacy instruction in Spanish during the primary grades. Because of the lag in their English reading skills, they may score poorly not only in English reading but in math and science as well. This affects both groups of students. English home language speakers will likely score lower than their third grade peers, though they usually catch up within a year after formal instruction in English language arts begins. Hmong speakers, however, take much longer to develop strong enough English literacy skills to do well on standardized tests. Another consequence of statewide testing is that schools feel pressured to start English earlier than they need to in order to show high test scores on the MCA.

12 of 46

12

Third grade DLI students are getting ready to take the state’s English reading test for the first time. Parents may be worried about their child’s performance. Which of these statements might reassure them?

Scenario #3

�Scenario 4

Children will do fine on the state tests, even if they have not had much English instruction.
Students may not perform at grade level in reading by grade 3, and this lag is to be expected.
The lag is temporary. In general, by middle school students do as well or better on standardized tests than their non-DLI peers.

(Lindholm-Leary & Genesee, 2014)

13 of 46

13

Parents wonder how their middle-schooler will do on the state math test since the test is given in English. What can we say, in general, about middle school test results?

Scenario #4

a. DLI students always do better than their peers in English-only� classrooms on standardized math tests given in English.

c. DLI students show a lag in math skills throughout middle and high school.

b. DLI students do as well as or better than their peers in English-only� classrooms on standardized math tests given in English.

(Lindholm-Leary & Genesee, 2014)

14 of 46

14

phillipmartin.info

15 of 46

I hear that the best way to know how my DLI child is doing in school is by her scores on the state-required standardized tests.

15

Standardized tests are just one measure of a child’s learning. How the child does in the classroom is equally if not more important than her scores on standardized tests.

HEARSAYER:

16 of 46

16

Pixabay

Depending on the size of your group and the physical space, choose one of the following options:

Match-up activity (participants move around and speak with people other than those at their table): One half of the participants (sheet A) have the main sentences and the other half (sheet B) have the missing words. Parents can work in pairs (if necessary) so that both languages are represented. Parents find a twosome of the opposite letter and match one sentence with its missing part. They record their answer by writing either the number or the letter in the correct box and one of the two should write his or her initials as well. Then they find another twosome and do the same. By the end they should have spoken with at least three different pairs of parents. When everyone has finished, correct the answers with slides 17 – 22.�
Table activity: Print out activity sheet and cut apart sentences and missing words. Participants lay out the two sets of cards and take turns matching them up. When everyone has finished, correct the answers with slides 17 – 22.

17 of 46

17

. Research shows that all DLI children – regdless of home language –_______.

La investigación muestra que todos los niños de DLI, independientemente del idioma que se hable en casa, _______.

. Research shows that all DLI children – regardless of home language –_______.

La investigación muestra que todos los niños de DLI, independientemente del idioma que se

Research shows that all DLI children – �regardless of home language –________________

prefer to use English

1. Raws li kev soj ntsuam, cov me nyuam uas� kawm hauv ob hom lus – txawm tias yuav siv� lus dab tsi los – _____________________________

yeej tseem nyiam siv lus Askiv dua.

18 of 46

18

. Research shows that all DLI children – regdless of home language –_______.

La investigación muestra que todos los niños de DLI, independientemente del idioma que se hable en casa, _______.

. Research shows that all DLI children – regardless of home language –_______.

La investigación muestra que todos los niños de DLI, independientemente del idioma que se hable en casa, _______.

2. In 3rd grade, when standardized testing begins, your child’s test scores ________________________

may be lower than expected.

2. Nyob rau Qib 3, thaum tus me nyuam pib tus xeem txog kev ntsuas/xeem hauv lub xeev, koj tus me nyuam yuav xeem tau- _________________

qis zog li lub siab xav.

19 of 46

19

. Research shows that all DLI children – regdless of home language –_______.

La investigación muestra que todos los niños de DLI, independientemente del idioma que se hable en casa, _______.

. Research shows that all DLI children – regardless of home language –_______.

La investigación muestra que todos los niños de DLI, independientemente del idioma que se hable en casa, _______.

3. Research indicates that, in general, by middle school, DLI�students tend to __________________________________

in English on state tests.

3. Raws li kev tshawb fawb, tus me nyuam uas kawm hauv chav ob hom lus, tus me nyuam uas kawm nyob rau Qib 6 mus txog 8 xeem tau _______________________ ntawm tus xeem ua lus Askiv ntawm kev ntsuas/xeem hauv lub xeev.

meet or exceed grade level expectations

zoo los sis zoo tshaj kev xav

20 of 46

20

. Research shows that all DLI children – regdless of home language –_______.

La investigación muestra que todos los niños de DLI, independientemente del idioma que se

4. For immigrant families, the ability to understand, speak, read, and write the home language ____________________

disappears very quickly.

4. Rau cov tsev neeg thoj nam, txoj kev uas to taub, hais, nyeem, thiab sau yus hom lus __________

ploj sai tshaj.

21 of 46

21

. Research shows that all DLI children – regdless of home language –_______.

La investigación muestra que todos los niños de DLI, independientemente del idioma que se hable en casa, _______.

. Research shows that all DLI children – regardless of home language –_______.

La investigación muestra que todos los niños de DLI, independientemente del idioma que se hable en casa, _______.

5. English home language students need to be given many� opportunities to use Hmong � ______________________________________

outside of the classroom and beyond grade 12.

5. Tsev tib neeg uas siv lus Askiv uas thawj hom lus yuav tsum

ntau txoj kev pab kom tus me nyuam siv lus Hmoob

________________________________________________

thaum tsis kawm ntawv thiab pab kom dhau qib 12 rov tod.

22 of 46

22

in 3 or 4 generations

6. Without making a conscious effort to maintain it, families� can lose their home language _________________� showing just how powerful English is in the U.S.

in 3 to 4 generations,

6. Yog tsis nrhiav kev pab kom tsev tib neeg nws khaws tau nws hom lus ces,______________________________ yus cov lus yuav poj thiab yaj tag mus. Qhov nod qhia tias lus Askiv muaj zog npaum li cas nyob rau lub teb chaws nod.

tsis dhau 3 los yog 4 tiam neeg xwb,

23 of 46

23

24 of 46

24

Learning difficulties� and disabilities

Challenge #3

Pickit

25 of 46

25

(Genesee, 2009; Genesee & Fortune, 2014)

Children can acquire competence in two languages at the same time, within the limits of their learning ability, as long as there are adequate supports in place.�
Bilingual children are not at greater risk for learning disabilities than children who learn only one language.�
Parents are advised to make a long term commitment to DLI and to avoid switching students out of DLI unless there is strong evidence that an individual child will perform better in an all-English program.

�Scenario 5

What research tells us

26 of 46

A parent wonders if his daughter, who has learning difficulties in her first language, should transfer to a monolingual school. Which of these statements are true?

26

Scenario #5

a. Children who have learning difficulties in a bilingual setting will have the� same challenges in a monolingual environment.�

b. Bilingual students are at greater risk of having learning difficulties than� those children learning in only one language.�

c. With proper support, all children, including those with language

and learning difficulties, can acquire a second language.

�

(Lowry, 2012)

�Scenario 6

27 of 46

A parent is worried about her son, who has been diagnosed with a learning disability. Which of these questions should she ask ?

27

Scenario #6

What kinds of speech-language and special education services are� available at your school?

How will you support my child’s development in both languages?

How can I support my child’s development at home?

28 of 46

28

phillipmartin.info

29 of 46

I hear children will be confused learning two languages at once.

29

Children may mix languages from time to time, or they might use words from both languages in the same sentence. This is a normal stage of bilingual development. Speakers will ultimately learn to separate both languages correctly.

HEARSAYER:

(LinguaHealth, 2012)

30 of 46

I hear if a child in a DLI program has a learning disability, she would be better off switching to an English-only program.

30

There is no evidence that this is so. Children who have learning disabilities in a bilingual setting will �have the same challenges in a monolingual setting.�

HEARSAYER:

(LinguaHealth, 2012)

31 of 46

31

Bilingual kids

- Monolingual parents

Challenge #4

�Scenario 7

Pixabay

32 of 46

32

Scenario #7

A parent is afraid she won’t be able to help her son with his homework if she doesn’t speak both languages. What could she do?

�Scenario 8

Use her native language to talk to her son about what he is learning. Ask him to explain to her any new concepts so that she can be sure he understands them.�
For homework in the second language, encourage her child to focus�on what he CAN do first. See what’s left and have her son ask the �teacher about it the next day.�
Find a “study buddy” who could help him.

33 of 46

33

Scenario #8

A parent wants to help her daughter develop her reading skills in English and Hmong, even if she doesn’t know both languages herself. What could she do?

Read with her child in her home language, listen to her child read in the�second language.�
Do her best to read with her in the second language, even if she is�not a fluent reader in that language – it’s better than nothing.�
She shouldn’t worry about reading in English at home. She’ll get enough of that at school.

34 of 46

34

phillipmartin.info

35 of 46

I hear that English-speaking parents should not read to their children in English because it will confuse them.

35

English-speaking parents should read to their child in English, share their love of books and provide a rich literacy environment in their home. However, they should not attempt to teach their child how to read in English. It's not necessary! They will learn to read in English in school.�

HEARSAYER:

(Canadian Parents for French, 2007)

36 of 46

I hear children should always learn how to read first in their home language.

36

This is true for Hmong home language speakers.�
Such instruction builds on children’s strengths and �connects unfamiliar material to the familiar.�
Literacy skills developed in the home language can then be applied to learning to read and write in a second language (English).

HEARSAYER:

(International Reading Association, 2001)

37 of 46

37

English home language students can begin literacy instruction in the partner language.�
English-speaking students acquire age-appropriate native language skills even when English instruction is delayed. (Genesee, 2007)�
Because English is the societally dominant language, English home language students have access to many resources for developing their reading skills before, during, and after formal instruction begins.

�

38 of 46

38

What’s a parent to do?

needpix

Depending on the size of your group and the physical space, choose one of the following options:

Card-exchange activity (participants move around and speak with people other than those at their table): Distribute index cards (or construction paper squares) of two different colors, half of the parents receiving one color and the other half the other. Parents find a partner with the opposite color. Display the first question. Color A parent reads the problem and Color B parent offers advice, based on what they’ve learned about the challenges this evening as well as thinking back to sessions 1 and 2. After one minute, parents exchange cards (and roles) and find a new partner. Go on to the second problem. (Just as with the Missing Words activity, parents may choose to team up with someone of the other language group and work as a twosome.)�
Parents stay seated at their tables. Print off the activity sheet and cut apart the questions. Participants take turns drawing and reading a question from the pile and the others all offer advice. (If you don’t want to cut apart the questions, they can take turns reading from the list.)

If you have time, you may want to share out the answers.

39 of 46

39

My child has homework in a language I don’t speak. �What should I do?

My child has been diagnosed with a learning disability. �What should I do?��
I can’t read with my child in Hmong. What should I do?

40 of 46

40

My child’s 3^rd grade test scores are lower than I had hoped. �What should I do?��
My child wants to drop out of the DLI program after 5^th grade. �What should I do?

�

41 of 46

41

6. My son always liked being in a Hmong DLI program. But now that he’s in� 4^th grade, he only wants to speak English. What should I do?��7. I know I have to support Hmong language and literacy outside of school. � What should I do?

42 of 46

42

Pixabay

WELL DONE!

43 of 46

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

43

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

We thank you for coming this evening

and for your active participation!

Pixabay

44 of 46

Canadian Parents for French. (2007). Top ten answers for parents about immersion education. ACIE Newsletter, 10(3), 20–21, 23. Retrieved from http://carla.umn.edu/immersion/acie/

Carter, P. (2018). A linguist explains how the “three generation pattern” could wipe out Spanish in the US. Quartz. Retrieved from https://qz.com/1195658/spanish-to-english-us-is-increasingly-monolingual-despite-latino-immigration/.

Genesee, F. (2007). Top ten most consistent findings from research on foreign language immersion. The ACIE Newsletter, 10(3), 7 & 10.

Genesee, F. (2009). Early childhood bilingualism: Perils and possibilities. Journal of Applied Research on Learning, 2 (Special Issue), 1-21.

Genesee, F., & Fortune, T. W. (2014). Bilingual education and at-risk students. Journal of Immersion and Content-Based Language Education, 2(2), 196–209.

International Reading Association. (2001). Second-language literacy instruction: A position statement of the International Reading Association. Retrieved from https://www.literacyworldwide.org/docs/default-source/where-we-stand/second-language-position-statement.pdf?sfvrsn=fc4ea18e_6.

Lindholm-Leary, K. J., & Genesee, F. (2014). Student outcomes in one-way, two-way, and indigenous language immersion education. Journal of Immersion and Content-Based Language Education, 2(2), 165–180.

44

References

45 of 46

LinguaHealth. (2012). Myths about bilingual children. Brenda K. Gorman discusses the myths of bilingualism in children with CEO/Founder of LinguaHealth, John Consalvi. Retrieved from https://www.youtube.com/watch?v=LVYhpCprtzQ&t=10s

Lowry, L. (2012). Can children with language impairments learn two languages? Retrieved from � http://www.hanen.org/siteassets/helpful-info/articles/can-children-with-language-impairments-learn-2-lan.aspx.

Acknowledgements:

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

45

References

46 of 46

46

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)

University of Minnesota:

Maureen Curran-Dorsano
Diane J. Tedick
Corinne Mathieu

Special thanks to our translators,

Bounthavy Kiatoukaysy
See Pha Vang
May Lee Xiong
Phoua Yang

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

Authors

Contributors