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

Dual Language and Immersion

Family Education

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

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Introductions

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1. Dual Language and Immersion Basics
2. Bilingualism and Biliteracy
3. Challenges of DLI
4. College and Career Opportunities�

Workshop Topics

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

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

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.

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(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, 2020)

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

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

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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, 2020)

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SEALS OF BILINGUALISM

(District 201, 2019)

• Advanced Placement (AP) language & literature courses in second language or content courses offered in second language�
• Retroactive credits based on language proficiency exams�
• Higher level exam for IB diploma

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Other Ways to Obtain College Credits for Free

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https://www.youtube.com/watch?v=oFUF226t5Q4

Jump Start Your Future!

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You have learned how your child can earn college credit while in high school by achieving a high level of proficiency in both English and Hmong. �

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

flickr

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

MOBILE APPS

WEB DESIGN

and

• 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)

• 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)

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)

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The future begins now!

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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

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Check out our website

for more information

on this topic and others.

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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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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

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.

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.

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.

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/.

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References

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, dreamstime, flickr, Maxpixel, Phillipmartin, Pickit, Pixabay, and pxhere are copyright-free and do not require permission or attribution.

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The following images are reproduced with permission from their respective sources:

• Slide 23: R.J. Lozada (https://vimeo.com/55717676)

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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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University of Minnesota:

• Maureen Curran-Dorsano
• Diane J. Tedick
• Corinne Mathieu

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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

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Authors

Contributors