Dual Language… what I do

What on earth is Dual Language? Welp, if you teach in a school with second language learners, it's likely that you have some sort of program in place to address their specific learning needs.  There are two main types of Bilingual Education programs: 1) transitional programs where the goal is that students become proficient in English (examples include ESL, early exit, late exit, TPR, and others) and 2) Dual Language programs where students are taught English to mastery in conjunction with one (or more) additional languages. In our school, we try our darndest to implement the model studied and authored by Gómez & Gómez (Texas). 

Dr. Leo Gómez Professor in Bilingual/Bicultural Education 

Dr. Leo Gómez has focused his research and work on the linguistic and academic issues that impact language minority populations, particularly Spanish-dominant bilingual learners, for over 16 years. He is widely known and respected as a leader in the field, at both the state and national level, for ensuring that Latino students are provided equal opportunities in education.

Dr. Richard Gómez Professor in Bilingual/Dual Language Education

Dr. Richard Gómez is an identified spokesperson for national dual language initiatives. Dr. Gómez interfaces with State Departments of Education and district leaders to implement the DLTI Model. He has served as the director of Washington State’s migrant and bilingual education program.

You may be surprised to know, but not all of Washington is rainy and gloomy like Seattle. In fact, on the east side of the Cascade Mountain Range, is a wonderful four season part of the state where you can see temperatures range from well-below freezing in the winter to over 100ºF in the summertime. These conditions are excellent for a variety of agricultural crops (like the most amazing apples on the PLANET… no bias, of course). With the agricultural work available in our area many migrant families help our local economy thrive (as well as bring rich culture, language, and contributors to our community)!
 
After 15 years in my district, I finally got brave and applied for an opening at our district's only Dual Language school. Being a Spanish-speaking teacher, I always thought I'd come to this school as the Spanish teacher, but strangely enough, I'm the English teacher. This works out well because between Math and Science, I am a BIG OLE Math fan! I have also chosen to seek placement for my two daughters. We just LOVE the dual language program. It's full of rigor and excitement while still being able to meet kids where they are!

Three main tenets of Dual Language Education are:
(1) Bilingualism, mastery of at least two languages, English being one of them.
(2) Biliteracy, mastery of reading and writing skills in two languages.
(3) High academic achievement as measured by achievement tests in English and in another language.
 
In grades K-2, students have two teachers: a homeroom teacher and a 2nd teacher. Each classroom is mixed (just like any other school probably tries to place students-- mix of genders, academic abilities, dominant language, behavior needs, etc…). In my case (and for other K-2 teachers in my building), students spend 50% of their academic day with each of two teachers. I have a partner teacher, who is the Spanish teacher for our team (there's another 2nd grade team that's configured exactly the same: 1 English Teacher and 1 Spanish Teacher-- there is no English Only option at our school. We're set up so that all students learn in two languages. We receive many choice applications for families trying to "get it" to this desirable program.)

In our school, Math is taught in English grades K-5. Science/Social Studies is taught in Spanish grades K-5. For literacy, students learn to read in their primary language (L1) for grades K and 1. Grade 2 (my year) is a whirlwind of learning to read not only in L1, but also in L2 (second language)! By 3rd grade, it is expected that students are proficient in two languages so they can use reading for LEARNING across curricular areas.

If you're in my class, you're a Schmidt Sweetie (my partner is Kunkel Cuties)-- yes… corny, but the kids love it and I can identify who I'm talking about and we can all remember it easily. Throughout the day my students (all 2nd graders, actually) are in two different configurations (homeroom for Math/Science/Beginning of the Day/Lunchtime/End of the Day, Language 1 Literacy, and Language 2 Literacy). I teach two Math lessons each day: one for Sweeties (end of day) and one for Cuties (beginning of day) and I also teach two literacy blocks 4 days per week (one for Native English Speakers and one for Second Language Learners). The schedules below show what Sweeties do during the day, so anywhere it says Science/Social Studies, that's where I teach Math for Cuties.

Cute because of DJ Inkers-- not me… I WISH!

All of my homeroom students start their day by doing their lunch count and entry responsibilities in my classroom, they then go to my partner teacher for Science, and from there recess. When I go to pick my students up at recess time, they are lined up (this takes a couple days of training, but kids get it quickly and it's no problem) by Language One Dominance. Students who are stronger in English: one line (coming with me) and students who are stronger in Spanish in another line (going with partner). This is Native Language Literacy time. From here we each take our students to specialist (common prep time), then students have lunch, and go to recess. After recess, students get into the same lines they did at the end of 1st recess, but this time a different teacher will take the line inside-- I'll take the students who are L1 Spanish for their English Literacy time while my partner takes L1 English students for Spanish literacy instruction.  After that, we're close to the end of our day and get our homeroom students back and teach (Math for my students and Science for Cuties). Then… phew… big breath!!!!! That's the end of the day!


Each team, K-2 consists of 4 teachers-- two 2-teacher teams. At grades 3-5, however, there are three teachers at each level and each teacher sees all students at that grade level for a particular subject.
Grade 3-- Teacher 1: Science/Social Studies with Literacy integration (taught in Spanish)
             Teacher 2: Math (taught in English)
             Teacher 3: Literacy Focus (taught in English)


Grade 4-- Teacher 1: Science/Social Studies with Literacy integration (taught in Spanish)

             Teacher 2: Math (taught in English grades)
             Teacher 3: Literacy Focus (taught in English)

Grade 5-- Teacher 1: Science (taught in Spanish)

             Teacher 2: Math (taught in English)
             Teacher 3: Literacy Focus with Social Studies Integrated (taught in English)

Whoa HO! What do you mean Science and Social Studies are taught in Spanish?! Yes. It's true and you know what? Learning is learning and students are easily able to discuss concepts and use literature in both languages to demonstrate learning! It's awesome. What about the teachers? What do teachers do to help students if they're dominant in a language that they themselves are not proficient in? In a dual language school, teachers do not have to be bilingual. All of our teachers have a strong command of English (have earned the same credentials as other teachers, but have a background in Spanish and are biliterate). Do the English teachers all speak Spanish? No. Some of our English teachers speak some (or a lot of) Spanish, but many are monolingual English speakers. Teachers scaffold learning experiences with a wonderful variety of sheltered English instructional strategies. Each classroom also has assigned bilingual partners, which change throughout the year (it's recommended to change bilingual partners every 3-4 weeks; I change at the beginning of each month-- usually). In bilingual partnerships, students are in 2s or 3s with at least one dominant English speaker and one dominant Spanish speaker. In my class, I have made a couple different types of charts. This year, I got crafty and used magnets.

This year's Bilingual Partner Charts: Magnets using students' school pictures

Here's a bilingual partners chart used in another classroom in my school.

Here's another Bilingual Partner Chart I've used for years. Student photos on popsicle sticks. Whatever way I do it, it's got to be easy to change regularly.

As you can see, dual language is a complex program, but wonderfully, our students adapt very quickly and within the first half of kindergarten, they know routines, love, treasure, and develop deep relationships with their teachers. Teachers are most successful teaching in dual language with a strong inclination and nature for collaboration both with their partner teacher (the one I share students with) as well as with their job alike partner (the other English teacher at my grade level is a wonderful partner and I just love collaborating and sharing back and forth). Parent communication is key in partnerships, so we do a shared newsletter and try to be on the same page as far as setting expectations and guiding students, which works just great and still allows a plethera of opportunities for our distinct personalities to shine through in our classrooms.

I look forward to hearing your feedback and collaborating on ideas that you use in your dual language program! It's a unique position and one purpose in this post was to hopefully find some people who can identify with the joys and challenges of teaching in a dual language environment. Additionally, I hope to help those who are interested in knowing more about it to use blog posting as an avenue.

I enjoy your comments and hope to follow each other for more rich experiences for our students.


Have a fantastic day!


desiree.r.schmidt@gmail.com

Helpful Links:
Here's a blog from another dual language teacher
http://www.iteachduallanguage.blogspot.com//

http://dlti.us/3.html
http://www.educationalquestions.com/qa10.htm
http://www.americanreading.com/products/spanish/dual-language/

Class Motto

Something I found and love…

Again… thank you DJ Inkers.

I look forward to hearing your feedback and to follow each other for more rich experiences for our students.
Have a fantastic day!


desiree.r.schmidt@gmail.com

Special Helpers of the Day

I'm sure you've experienced too much stuff to do and not enough you to get it all done. Having classroom jobs is a big help and I do that, but I wanted to be sure that I was developing special time with each child on a regular basis.

I use my class roster and take the first two students on the first day and they're special helpers for the day. Some of the jobs I reserve for my special helpers are GET-TOs for them, but THANK YOUs for me… I don't include these in classroom jobs assigned because they're so coveted by students that I wanted them a little more special…we don't have arguments about who leads the line, who counts up & sets up lunch cards (our school's system) in the cafeteria, who gets to have carry our points binder to specialists (and back), who watches for hands as we review student behavior (Make Your Day), who "gets" to bring this or that to the lost and found, etc…

 Special helpers also get to use the class iPad (got with a grant) to do Listen to Reading (Daily 5) and have a friend join them, sometimes stay in at recess with a friend, get a special invite to have lunch with me (and a friend) at least twice per year (I keep track), or use the classroom computer to practice math facts.

I am immensely appreciative of my special helpers. These darling children help me in so many ways… just posting about this is a humbling moment… I love my Sweeties… my lifesavers.

What I'm Thinking About

My school district has been using the Make Your Day citizenship model since 1996 (a big step to get 100% buy-in, but The District was committed so… thence it became adopted). I came to The District a year later.  This adopted K-8 plan was not an "if you want to" deal, but rather, "this is what we do… so do it." I was hesitant at first, but quickly began to see the benefits and was full-boar on board! I became a building contact person (MYD review team then articulation representative) and remained such for 11 years. Loved it!
Well… not everyone's a fan. In fact, about 6 years ago (it seems), a small parent group began to get some steam and become openly critical and vocally opposed to MYD. They were articulate and organized and conjured up even more support. An evening meeting was convened to hear parents and teachers (I am the teacher referenced in the article as having spoken in this meeting)-- here's a link to our local paper's write up of that meeting. Since that time, this parent group has sought and received support (see their blog) and pressed our Superintendent to consider other approaches. PBIS has entered the arena. There have been many positives from learning about PBIS in my building. I think using PBIS philosophy as a compliment to MYD has been a good step.
I am hoping to participate in a study group to learn what else we can do in our school to meet kids where they are and help them to best grow. I think that a balance of MYD and PBIS are absolutely in order, but I don't know that I'm in favor of doing just one or the other.
Today in my professional development time, I came upon a blog from an awesome teacher and thinker. Here's a snippit of what she's been reading and what I'm thinking about tonight:

The Conscious Discipline book is broken down into teaching ourselves and children different skills. What I am sharing with you comes from the chapter on Encouragement. There is so much in this chapter that I would love to share but it can be overwhelming and very thought provoking....hence my above headache.

Our praise can be very judgmental (page 81). Here's how:

* Too much, all-encompassing praise can make a child feel pressured to live up to unrealistic expectations. If we are saying something about them always doing something right or well, they might feel pressured to live up to that expectation or they might rebel.

* Judgement praise can teach a child to think that "good" equals pleasing others and "bad" equals displeasing others. This can cause anxiety in the child and leave them asking you "Is this good?" "Did I do this right?". This trains children to focus on what others think instead of listening to their own inner speech.

* If you use praise that focuses on how you feel about a child's behavior, you are teaching them to seek your approval. If you are using praise to influence the behavior of another child by saying "I like the way _________ is ____________" than you are manipulating a child and sending the message that you are worthy when you are pleasing to others.

*If you praise children for only successful, completed tasks, you teach them effort does not matter-only accomplishments matter. "If you praise only finished jobs that are done well, you teach a child to devalue effort." page 82

Conscious Discipline breaks what we say into 2 actions:
*Praise (judging)
*Noticing (describing)

"When you judge children, you tell them who you think they should be. Judgment shows conditional love- love that makes demands. Encouragement is about accepting children for who they are. Acceptance notices and describes behavior or actions that exist. Acceptance underlies unconditional love- love which makes no demands." We want to move away from judging to noticing. page 82

Yes, I accept my kiddos for who they are and because I love them I am going to help them be the best they can be.

What we focus on we get more of. What you focus on will also strengthen that quality in yourself and others. If you notice a child's strength, you teach them about their abilities. If you encourage their contributions, you teach them about sharing their gift with others. "All you really need to do is describe the efforts or accomplishments you see from the child. In effect, you become the child's mirror."  page 79

Here are some ways to change some judging praises into noticing and describing encouragement:

I like the way I see Carla cleaning up her center. judging
I noticed Carla cleaning up her center and being helpful by putting everything away so nothing would get lost. noticing


Sarah is doing a nice job in line. judging
I notice Sarah is standing still in line. That is being helpful by keeping her friends safe. noticing


Good job doing your math paper Jennifer. judging
You did it! You went over and focused and you got your work completed. noticing


Ways to help build noticing into your vocabulary:

1. Start with the child's name or the pronoun "you".
Stacy, you picked up Suzanne's pencil.
You did it, you tied your shoes!


2. Next describe exactly what you see.
Pretend that you have a camera. Before you speak ask yourself if a camera can record what you are about to say? If you are about to tell Ann thank you for being helpful remember that a camera cannot record that. Instead tell Ann you noticed her give Kellye back her pencil and that was helpful.


3. End your description with a tag. There are 3 types of tags:

*Tags that judge, use sparingly:
~Good job!
~That looks great!
~You always do such a great job!

*Tags that describe attributes-use regularly:
~That took determination.
~You sure are organized!
~That was brave!

*Tags that describe values, use lavishly:
~That was helpful.
~That was thoughtful.
~That was kind, caring, loving.


I don't know what all this means, exactly, but I like the idea of changing phrasing to be specific and positive with my students.  I think there's a better way than what I'm doing, but I want to be careful to be mindful of a) what I know is best for kids, b) addressing the needs of my students and their families, c) advocating for my CHILDREN (also K-12 students) and my students, and d) finding what works for me as a professional… is it possible to address all of those needs in one? ugh! My brain hurts.

Conference Week Preparation

For the longest time, I did a bunch of gathering of evidence for my students for conference week, but never really felt like I had a good tool to use to guide the conference nor to help the parents. I typically had a notepad and a pen set at the place I designated for the parent to sit, but very few of them wrote anything. I saw a need and therein was born this tool. I developed this tool to meet both my needs and as a take-away for parents. I still gather the appropriate evidence I need, but I fill out this form and make a copy for the parents to be able to follow-up at home with what was discussed. Each year, I revisit it and see which areas need revision (the newest revision incorporates a behavior list from our first grade team-- serious behavior challenges in my room this year).

  

Looping Slideshow for Expectations

To be sure that we're off to a good start, I use a looping PowerPoint on the LCD projector for students to refer to and be sure they're on track. I use it daily toward the beginning of the year and then 1-2x/week as the year goes on. The slides change each day depending on what the needs are. Here's a basic template I've used in the past and I have several others. This is a great way for me to state expectations clearly while allowing students the opportunity to continue to refer to during their work time.

Literacy Needs

Here's a little pan I did of my classroom to show different elements of the literacy tools I use in my classroom-- hopefully you'll find an idea that is helpful for you. If you happen to use any of these elements and have ideas to share, please feel free!