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聯邦教育局致亲爱同仁的信：“英语初学者”学生和“英语程度有限”家长

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聯邦教育局致亲爱同仁的信：“英语初学者”学生和“英语程度有限”家长

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手語雙語和共融教育的關係 

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手語雙語和共融教育的關係 

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全球華文網,華文網,華語文學習網, 華文,華文學習,華文部落格,華文教學,華文教師,華文老師, 華語文,華語文學習,華語文部落格,華語文教學,華語文老師, 中文,中文學習,中文部落格,中文教學,中文老師, 中文師資,華文師資,華語文師資, 學華語,學中文,學華語文, 教師部落格,電子書,雲端學校,moodle,華文論壇,遊戲學華語,僑教雙週刊, 華語文產業,華文產業,華文精品,華文APP,華語文APP, 華語教學資源,華語文教學資源,中文教學資源, Learning Chinese, Chinese Learning, learning chinese in taiwan, learning chinese fun, learning chinese free, learn chinese easy, learn chinese taiwan, learn chinese easy, chinese learning portal, learning chinese portal, learning chinese, learn chinese, chinese teaching, teaching chinese, teach chinese, chinese teach, chinese, chinese game, huayu, huayuworld, Mandarin

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雙文學校中英文雙語教育成效顯著

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雙文學校中英文雙語教育成效顯著

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雙文學校中英文雙語教育成效顯著 - 大紀元

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聯邦教育部長鄧肯(Arne Duncan)曾表示﹐目前美國公立教育一個有待改進之處是外語教育。他說﹐基於外語教學資源的短缺﹐全國多數中小學都不提供外語課程﹐只有大學才有外語系。學習語言最好年齡畢竟是幼兒時期﹐因此美國不少華裔家長自己掏腰包週...

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紐約市雙語特殊教育（BSE）課程

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紐約市雙語特殊教育（BSE）課程

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General versus special education placement is a decision that needs to be made multiple times in schools. Administrators and teachers need to complete research, discuss concerns, and make an educated decision based on data and assessments in order for a student to be properly placed in the correct learning environment. In my experience, students are often placed in general education classrooms where their needs are not being met due to the difficulty of the curriculum and the enormous class size. Special education classrooms have fewer students which allow the teacher to focus more on the individual and plan lessons more accordingly to their needs. However, students with dual needs, such as having a learning disability and being an English learner, need to be looked at closely in order to see which learning environment is best for them.

In this case study, Ms. Perez, a hard-working and well-respected bilingual seventh grade teacher, was approached by her administrator who wanted to move two native Spanish speaking students from her bilingual, general education class into a self-contained, English-only classroom for children with learning disabilities. Both students were labeled third year English as a Second Language (ESL) students who possessed highly developed oral language skills but had limited reading and writing abilities. According to research, English learners with special needs should be placed into dual language programs and be kept in the program for its period in spite of their special needs in order for them to obtain literacy skills in two languages to the level they are proficient. Furthermore, there is no evidence representative of educating English learners with special needs in English-only programs results in greater achievement in English (Genesee and Lindholm-Leary, 2010).

Dual language programs are defined by the Center for Applied Linguistics as programs that "provide literacy and content instruction to all students through two languages" as well as endorsing "bilingualism, grade-level academic achievement, and multicultural competence for all students" (Camacho, 2010). Since there is no evidence supporting any benefits of having English learners with special needs in English-only, special education programs rather than dual language programs, the administrator in this case study should not suggest placing the two students from Ms. Perez's general education class into an English-only, self-contained classroom for students with learning disabilities. This suggestion may actually have a negative effect on the students' reading and writing abilities.

As another example, my friend moved from Iraq to Michigan when he was in the 7 th grade. He knew absolutely no English, but was driven at a young age to be successful. The Lamphere Schools had a dual language program where English learners were able to learn in an environment where both languages were present. My friend is now fluent in English, Arabic, and Greek, and has earned his master's degree in theology to become a priest.

Most dual language programs are found at public elementary schools, and many continue on through middle and high school. Ms. Perez's dual language program would be considered a two-way (bilingual) immersion program since there is a balance of native English speakers and native Spanish speakers. In this program, students receive language arts instruction in both languages, practice new language skills with peers, and the learning process starts with student interests (National Dual Language Consortium, 2010). Two-way, dual language programs continue to demonstrate immense promise for the educational and linguistic success of language minority students, and for the development of literacy for all children. This approach emphasizes equal opportunity for both English and non-English-speaking students through a learning process that validates and completely develops both languages (Texas Dual Language Education). "Two-way, dual language programs serve as vehicles for positively impacting educational and social change and eliminating the academic achievement gap that currently exists between our English and Spanish speaking children" (Texas Dual Language Education).

In Ms. Perez's dual language program, she can differentiate instruction to meet the needs of her English leaner students with learning disabilities. There are many school and community resources for teachers that would be helpful in teaching students with learning disabilities. By law, teachers must provide accommodations and modifications to students who have a disorder that affects how their brain receives and processes information. The goal of assisting students with learning disabilities is for them to obtain the intervention and support they need to allow them to be successful in school and later in life. As a colleague, I would recommend to Ms. Perez to use the following interventions: mastery model, direct instruction, and classroom adjustments. The mastery model allows students to learn at their own level and practice until they gain the fundamental skills to move on to the next level, and direct instruction allows for highly structured instruction in a short amount of time, the opportunity to correct mistakes immediately, and grouping students based on achievement levels. For classroom adjustments, these students are going to need special seating assignments in the front of the classroom, modified testing procedures, and a quiet environment when doing independent work (National Research Center on Learning Disabilities, 2007).

Ms. Perez also had a plan for a parent education program in order for parents to also be able to help students in their dual language program. If a student with learning disabilities goes home to an environment where no English is spoken, they are going to progress a lot slower than a student who goes home to an environment where their parents are bi-lingual. In order for a dual language program to work correctly, parents need to be educated alongside their students. This will create a professional learning community (PLC) that will benefit the school culture and enhance the learning in the building. When the community is connected to the school, there will be success for all students.

Bibliography

Camacho, Rossana. "How Imagine Learning English Complements Dual Language Programs." 2010. Imagine Learning. November 11, 2010. <http://www.imaginelearning.com/Assets/PDFs/en/Dual_Language_White_Paper.pdf>.

Genesee, F. and Lindholm-Leary, K. "The Education of English Language Learners." 2010. San Diego County Office of Education. November 11, 2010. <http://www.sdcoe.net/lret2/els/pdf/InfoSpecialEd-ELL.pdf>.

"National Dual Language Consortium (NDLC)." 2010. November 11, 2010. <http://www.dual-language.org/>.

"National Research Center on Learning Disabilities (NRCLD)." 2007. November 11, 2010. <www.nrcld.org/>.

"Texas Two-Way Dual Education." No Date. November 11, 2010. <http://www.texastwoway.org/>.

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The Value of Dual Language Programs - Corwin Connect

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General versus special education placement is a decision that needs to be made multiple times in schools. Administrators and teachers need to complete research, discuss concerns, and make an educated decision based on data and assessments in order for a student to be properly placed ...

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Celebrating Bilingual Special Education -  P.S. 112 Jose Celso Barbosa Elementary School

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Dr. Diane Rodriguez, Associate Professor at Fordham University Graduate School of Education, visits P.S. 112 Jose Celso Barbosa Elementary School in East Harlem, New York City. Public School 112 has the first combination Autism Spectrum Disorders and dual language program in the country.

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Native language education - what research says

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Native language education - what research says

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The research supporting native language instruction

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Alba discusses the strong research support for bilingual education, including for students with disabilities.

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Teaching Bilingual Learners with Disabilities in an Integrated Co-Teaching Dual Language Program

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Teaching Bilingual Learners with Disabilities in an Integrated Co-Teaching Dual Language Program

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In my work, I have been fortunate to get to know some excellent bilingual programs serving kids with disabilties. There are a number of pieces that need to be in place for these programs to work successfully, and in this article I will share what I have learned from my work in schools using this model. First, it's helpful to answer some basic questions.

Bilingual Learners with Disabilities

Who are bilingual learners with disabilities?

Bilingual learners with disabilities in K-12 student populations are children and youth with special needs whose primary language is not English (Rodriguez, Carrasquillo, Lee, 2014). They attend school, engage in instructional events, and learn in public and private educational settings. Some of these students are immigrants. Others were born in the United States, but are raised in an environment in which their parents, guardians, or caretakers speak their native language and may or may not have an understanding of English.

Can bilingual learners with disabilities succeed in bilingual programs?

Yes! Bilingual learners with disabilities have three complex challenges:

1. language differences

2. cultural differences

3. disabilities (Baca & Cervantes, 2004; Rodriguez, 2009).

There are many sociocultural and language implications for bilingual learners with disabilities. Zhang and Bennett (2003) argued that differences such as "language and cultural differences of the family, a lack of understanding of linguistic and cultural diversity by professional, and lack of support from the systems are key influences" on bilingual learners participations. The imperative question is what language should the instruction be delivered? I argue in both! Bilingual learners with disabilities are capable of understanding and comprehending in two languages. As a matter or fact, Thomason, Gorman, Summers (2007) concluded, that Spanish literacy does not interfere with English learning and "no studies reviewed indicated that native language instruction hindered literacy development" (p. 5).

Bilingual education advantages for students with and without disabilities promote (a) metalinguistic awareness, (b) cognition, (c) social achievement; and (d) cross cultural awareness and understanding. In addition, the use of a student's primary language facilitates participation in instructional and learning activities, which leads to the acquisition of academic content.

Like all students, bilingual learners with disabilities also need teachers to provide for social learning in order to enhance intellectual and social growth. A nurturing social environment is especially important to bilingual learners because they attend school while adapting to a new culture and a new language. Adapting to a new culture is very complex and stressful, especially when one must learn a new language. A bilingual learner with a disability or disabilities must resolve how to retain her or his own original identity while being bombarded with new expressions and customs.

The ICT-LD Model

What is an Integrated Co-Teaching (ICT) Dual Language (DL) program?

An Integrated Co-Teaching (ICT) Dual Language (DL) program is the instruction of academic content in two languages (English and native language), which was designed specifically to meet the unique needs of children and youth who are acquiring a second language and who have been identified as having disability. The ICT-DL model brings together two programs:

Integrated co-teaching services means a general education teacher and a special education teacher jointly providing instruction to a class that includes both students with and students without disabilities to meet the diverse learning needs of all students in a class. The regulatory maximum number of students with disabilities receiving integrated co-teaching services in a class is 12 students.

Dual language programs' purpose is to teach literacy and subject area content in two languages, with emphasis given to the area of native language curriculum, instruction, and assessment. These programs aim for bilingualism (the ability to speak fluently in two languages), biliteracy (the ability to read and write in two languages), academic achievement equal to that of students in English-only programs, and cross-cultural competence (Rodriguez, Carrasquillo, Lee, 2014). According to Boyle, August, Tabaku, and Cole (2015) a "two-way dual language program is when ELs who are fluent in the partner language and English-speaking peers are integrated to receive instruction in both English and the partner language" or "one-way dual language programs, in which students from predominantly one language group receive instruction in both English and a partner language." (p. viii).

Accordingly, the ICT-DL program is a paradigm of instruction in an inclusive setting in which bilingual learners are instructed in two languages. (You can learn more about this approach from the New York City Department of Education website.) An ICT-DL program accommodates children who learn in different ways that all children, with and without disabilities, are curious about the world.

Integrated Co-Teaching classrooms are instructional environments in which students with disabilities receive services and are educated with age appropriate peers in the general education classroom (United Federation Teachers, n.d.). Whether a child has a disability, is learning English as a second language, or is an avid reader, the primary focus is on teaching children to speak up, to ask questions, and to delve deeply into a topic in two languages. Here is a brief overview of what makes this kind of program successful.

What are the essential components of an Integrated Co-Teaching (ICT) Dual Language (DL) program?

There are positive instructional attributes of an ICT-DL class, which include:

In order to create an inclusive program, Hatheway, Shea and Winslow (2015) promote the ICT-DL model for bilingual learners with disabilities to meet the needs effectively in one classroom. These programs must have two or more teachers, the general education teacher or bilingual teacher, and a special education teacher who can modify, accommodate, and teach students with special needs.

How do we select the best language of instruction for bilingual learners with disabilities?

When selecting the appropriate language of instruction for bilingual learners with disabilities in an ICT-DL classroom for bilingual learners with disabilities, Hoover and Collier (1985) recommend consideration of the questions below, which are consistent with today's educational settings for an inclusive DL education:

What additional recommendations can help support bilingual learners with disabilities?

Artiles & Ortiz (2002) recommend the following effective instructional strategies for bilingual learners with disabilities, which are aligned with a supportive ICT-DL program.

Klingner, Boele, Linan-Thompson, and Rodriguez (2014) identified the following essential components for bilingual learners with disabilities:

The Native Language Instructional Foundation (NaLIF) also provides sound recommendations for educators (Rodriguez, Carrasquillo, & Lee, 2014). Regarding bilingual learners, NaLIF promotes learner analysis in order to understand the biography of bilingual learners. Specially, teachers should know each learner's linguistic ability in their first and second language, their cognitive abilities, academic learning aptitudes, and sociocultural life experiences. Each student's native language is an important cognitive asset for acquiring new knowledge, skills, and capabilities. Use of the native language in teaching is of paramount importance because language provides a key foundation for students' understanding, and is necessary in the provision of culturally competent instruction in bilingual settings.

In my own quest to identify strategies and effective instructional methods using students' native language in dual language classrooms, I went into the field to observe successful ICT-DL classrooms. The classroom activities are captured in the video, Celebrating Bilingual Special Education. Such classroom inquiries contributed to development of the Native Language Instruction Foundation (NaLIF) approach, which provides a guide for teachers as they seek to instruct ELLs effectively through use of culture and first language.

What do administrators need to know who may wish to implement an ICT-DL program?

Most importantly for school administrators planning to implement an ICT-DL program is the need to identify qualified teachers. Carrasquillo & Buttaro (2004) identified eight areas in selecting teachers for bilingual learners with and without disabilities. Those teacher selection criteria are:

linguistic and educational strengths

evidence of commitment to learn and be flexible

evidence of effectiveness as a teacher in both bilingualism and special education (d) teachers' commitment for flexible time for planning and preparation

language(s) proficiency

professional development needs

willingness to observe and be observed by colleagues

cross cultural competence.

Teachers also need to understand the theories and concepts for planning a dual language through a systematic:

classroom organization

dual language planning instruction

identification of evidence-based practices

identification of hands-on activities in both languages intersected with the curriculum

identification of educational assessment to collect data progress

building trust throughout the school community.

Concluding Thoughts

As educators of bilingual learners, we want to ensure that their learning environments enable them to engage in effective instructional experience, which contribute to their bilingualism and biliteracy development for success as bilingual learners as they seek self-determination and self esteem. ICT-DL classrooms provide an avenue for that approach and an opportunity for bilingual kids who need extra support to have the greatest chances for success.

Be bilingual!
En dos idiomas
在两种语言
En deux langues
Nan de lang
Em duas línguas

Dr. Alba Ortiz discusses what the impact can be of moving kids with disabilities out of bilingual programs. See her complete interview in our Meet the Experts section.

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Teaching Bilingual Learners with Disabilities in an Integrated Co-Teaching Dual Language Program

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In my work, I have been fortunate to get to know some excellent bilingual programs serving kids with disabilties. There are a number of pieces that need to be in place for these programs to work successfully, and in this article I will share what I have learned from my work in schools using this model.

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ted：双语能力对大脑的益处惊人！

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TED：双语能力对大脑的益处惊人！_热点新闻_沪江英语

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沪江英语网是免费英语学习网站，提供TED：双语能力对大脑的益处惊人！、热点新闻，ted，双语学习、¿Hablas español? Parlez-vous français? ni hui shuo zhong wen ma? If you answered "si","oui" or "hui" and you are watching this in ...信息

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從小「強迫式雙語」　專家：恐導致學習障礙│TVBS新聞網

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現代網路資訊發達，許多育兒文章提供教養意見，也讓不少年輕爸媽無所適從、越來越焦慮。像這種焦慮現象，反映在英語學習這件事情上，就特別明顯。很多父母為了不讓小孩輸在起跑點，會讓他們從一兩歲開始就接觸英語環境，不過有些專家認為，當中文學習根基還沒穩固，提早學習外語，反而會造成學習障礙，得到反效果。