1. Example Teaching Strategies
   1. Preview/ review: introduce a lesson in one language and then develop into another language. Summarize at the end, using the language you first introduced it in
   2. Subject vs. content: subject 1 is presented in English, subject 2 in X language (e.g. math is done is Spanish and science in English
2. Research shows that when this program is implemented according to the approved design and meeting the standards and expectations, it produces high levels of academic achievement, bilingualism, and multiultural competence in students.
3. Dual Language Guides
4. Dual Language Guide
5. There are NYS requirements that BOTH programs must meet
6. Teaching methods
   1. History and culture is taught to the students, for both cultures.
   2. Reading a book in the native language, and then the second language- this can help as the student will first understand the story, then the focus can be on vocabulary and sentence structure of the second language.
7. Dual Language Program
   1. Objectives
      1. To develop bilingual citizens who are capable of competing in a global economy that will demand the knowledge of more than one language
      2. 3 main components (must always be addressed)
         1. 1) Bilingualism and Biliteracy
         2. 2. Academic Content Mastery
         3. 3. Multicultural Competency
   2. Expectations:
      1. 1. Assessment and Availability
         1. Program Evaluation: Hire an external independent evaluator, who will be responsible for an ongoing evaluation of all three components
            1. Evaluators should make recommendations that improve the program activities
         2. Summative and formative evaluation procedures- monitor both the first and second language!
            1. Oral or written presentations and portfolio assessments (in both languages)
      2. 2. Curriculum
         1. Use multi- sensory materials: visual, auditory, kinesthetic, etc.
            1. Use lego, blocks, and puppets!
         2. Promote concept development in all stages: concrete, semi- concrete, and abstract
         3. Use textbooks and literature in bnoth languages
         4. Use technology!
            1. Multimedia literature applications
      3. 3. Instruction
         1. Use activities to meet the performance standards in Language Arts and the content areas of mathematics, science, and social studies
         2. Promote higher order thinking skills and multiple forms of viewing and representing texts
         3. Teaching approaches should be student- centered, inquiry- based, hands- on, differentiated, and cooperative
            1. 1. Whole Language Approach :a natural development process- four language skills (listening, reading, writing, speaking)
            2. 2. Natural Language Approach: four stages of language development (pre-production, early production, speech emergence, intermediate)
            3. 3. Cooperative Learning: Assign shared tasks
            4. 4. Process Writing: encourage students to write as a process. Include brainstorming, drafting, feedback, editing, revising, and publishing
            5. 5. Content- Based Language Instruction Approach
      4. 4. Staff Quality and Professional Development
         1. Ongoing professional development through a variety of sources
      5. 5. Program Structure
         1. Classroom and teacher distribution
            1. 1. One Classroom: one English monolingual teacher and one bilingual teacher in the same room (or one bilingual teacher who uses both languages)
            2. Two Self- Contained Classrooms: one classroom with one bilingual teacher and one classroom with one monolingual English speaking teacher
            3. More than Two Classrooms (Departmentalized Classes): team- teaching or separate classes by teachers specialized in different subject areas
      6. 6. Family and Community
         1. Activities to build partnerships between families and communities
            1. EXAMPLE: give a hands- on workshop illustrating how parents can help their children manage their time on activities at home (TV, homework, etc)
            2. EXAMPLE: have a celebration of special activities that promote cultural diversity
      7. 7. Support and Resources
         1. Support from administration and all staff is essential to the success of the program.
   3. Outcome
8. Transitional Bilingual Education Program
   1. Objectives
      1. To develop determined levels of English language proficiency and grade content achievement in student participants.
      2. English language learners are held to the same high expectations of learning established students
   2. Expectations
      1. Identify and Assess
      2. Curriculum
         1. It must be aligned to both standards (for example, Spanish Language Arts Standards and English Language Arts Standards)
      3. Extra curricular activities
      4. Monitoring students
         1. If a student is doing well, when do they need to exit this class and join the other students?
      5. Working with parents and the community
         1. Parent communication
         2. Translated guides
         3. Understanding between noth linguistic communities
      6. Instruction
      7. Staff training and teaching
         1. Professional development is important
      8. Assessment
         1. Students should also be able to take the tests in English. They must be proficient in reading, writing, and speaking
      9. Availability of the Program
         1. There needs to be enrichment for all students. it should not be used simply as a compensatory model.
      10. Equal Education Access for all students
   3. Outcome
      1. Outcome: Some educators have criticized this program for its lack of detailed instruction and guidance. It has started to be replaced by other programs, such as the Dual Language Program. This program is a better fit for schools with a large population of non- native English speakers.
         1. However, it is good for places where dual- language is not available!