From a Foreign Language Perspective: A Snapshot View of a Dual Language Program in Two Inner-City High Poverty Elementary Schools.

Dual language programs are bilingual education immersion models designed to address the needs of limited-English-proficient students and native English speakers by proving an additive language approach. In this program, English and Spanish are used for the purpose of developing bilingual and biliteracy skills. The project was structured after the 90/10 model, which provides 90 percent of instruction in Spanish and 10 percent in English instruction in kindergarten and first grade. Instruction in English is increased by 10 percent with each grade until a balance of 50/50 is reached in fifth grade. This paper provides information about this Title VII-funded program as implemented in two inner-city elementary schools. The teachers and instructional assistants foster high academic achievement by teaching content areas using both English and Spanish, and literacy skills are acquired in both languages. The structure of the class is such that English and Spanish-dominant students are placed together so that students learn from each other as well as the teacher. The results have been positive: after 2 years of dual instruction, students are performing better than expected in both language acquisition and academics. Nine references and six appendices (covering a description of Title VII, sample lessons from classroom observations, an assessment calendar, a training summary, a professional development survey, and a classroom observation checklist) are included. (KFT) Reproductions supplied by EDRS are the best that can be made from the original document. From a Foreign Language Perspective: A Snapshot View of a Dual Language Program in Two Inner-city High Poverty Elementary Schools by Sherry Coy and Lucretia Litherland, Ph.D. Abstract Dual language programs are bilingual education immersion models designed to address the needs of limited English proficient students and native English speakers by providing an additive language approach. In this program, English and Spanish are used for the purpose of developing bilingual and biliteracy skills in students. This project was structured after the 90/10 model, which provides for 90% Spanish and 10% English instruction in kindergarten and first grade. Instruction in English is increased by 10% with each grade until a balance of 50/50 is reached in the fifth grade. This paper provides information about the program as implemented in two inner-city elementary schools. Background Information In an attempt by the Curriculum and Instruction Department of the OCPS to comply with Oklahoma law (H.B. 1017), which requires the teaching of foreign languages and cultures in elementary schools, while at the same time meeting the linguistic needs of limited English proficient (LEP) students, the idea emerged to implement a dual language program. In August 1997, a Title VII Bilingual Education Grant was awarded to the district for the purpose of providing an enrichment program in Spanish foreign language instruction for native English speakers, and a sound English development and academic curriculum for LEP students. The Empowering School Communities, Yes! Title VII project serves two high poverty schools, Shidler and Wheeler Elementary Schools. Description of the Program Dual language programs are additive bilingual education models in which native English-speakers and, in this case, native Spanish-speakers, and bilingual students are placed together in the same classroom where English and Spanish are used as the vehicle for instruction. The program is voluntary and requires a five-year commitment and the active involvement of parents in the educational process. The goals of the dual language program implemented at Shidler and Wheeler Elementary Schools since the Fall '97 are for students to attain high levels of proficiency in their first and second languages, to perform academically above grade level in both languages, and to develop high levels of self-esteem and positive cross-cultural attitudes. This program is a Title VII project (see Appendix A for description) in which the teachers and instructional assistants foster high academic achievement by teaching content areas using both English and Spanish, and literacy skills are acquired in both languages. The structure of the class is such that English and Spanish dominant students are placed together so that students learn from each other as well as from their teachers. Sheltered instruction, cooperative and collaborative activities, in conjunction with hands-on learning techniques, are used to U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as eceived from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 1