Translanguaging in Immersion and Dual Language Education: Does One Size Fit All?
Presenters: Roy Lyster, Ph.D, McGill University and Dee Tedick, Ph.D, University of Minnesota
Friday – February 8th @ 10:00 am
Translanguaging comes in many shapes and sizes, ranging from cross-linguistic instruction that maintains separate spaces for the communicative use of each language to more holistic approaches that encourage students to draw readily on their entire linguistic repertoire to support their language development and academic achievement. The premise of this symposium is that translanguaging has considerable potential to enhance learning outcomes in immersion and dual language programs but that, given the variety of such programs, translanguaging practices need to be tailored to best suit specific contexts. Various factors such as program model (one-way or two-way) and students’ home language (minority or majority) serve to determine the appropriateness of different translanguaging practices. These practices need to be strategically implemented to support the development of bilingual proficiency but also tempered in favor of the minority language in order to circumvent the societal language imbalance that favours majority-language use.
This symposium will showcase four papers representing different instructional settings along a continuum of contexts:
- Developmental bilingual program for simultaneous bilingual learners in Colorado (Sandra Butvilofsky)
- Dual language bilingual programs in New York (Maite Sánchez & Kate Seltzer)
- Spanish-English bilingual program for English L1 students in Alberta (Elaine Schmidt)
- Immersion/dual language contexts serving both majority- and minority-language students in the U.S. (Tara Fortune & Diane J. Tedick)
The papers will be followed by a discussion led by discussant Roy Lyster addressing the similarities and differences in best translanguaging practices across contexts.
Access to Multilingualism: Equity of Access
Presenter: Kathryn Lindholm-Leary, PhD., San Jose University
Friday – February 8th @ 3:00 pm
This symposium will address issues of equity related to access to multilingualism in dual language (DL) education from a variety of perspectives. Luis Versalles will discuss the historical and contemporary role of the impact of race and systemic racism on student outcomes for students of color, especially Latino students, in DL programs. Rosa Molina will provide an overview of the history of Two-Way DL education and how it was initially designed to provide equitable access to multilingualism for English learners and native English speakers. Lyle French will share an innovative new school model from Sao Paulo, Brazil where a fee-paying immersion school is taking on 20-25% low income families to prompt equity in otherwise elite education in South America. Ana Hernandez will highlight Heritage Language Speakers who are typically grouped with dominant English speakers or excluded from DL programs, with programs rarely focused on meeting the unique needs of these students. Kathryn Lindholm-Leary will examine the importance of disaggregating student outcomes for English Learners according to demographic characteristics and levels of bilingualism to better understand the impact of DL on the achievement of different groups of ELs, which has implications for accountability for language and literacy development in program languages other than English.
Promoting the Educational Success of Children and Youth Learning English
Presenter: Fred Genessee, PhD., McGill University
Saturday – February 9th @ 10:00 am
This symposium will review the findings of a panel convened by the National Academies of Sciences, Engineering, and Medicine to review research considered relevant to the educational success of ELs in the U.S. The panel was made of 19 educational and developmental experts and the report of its
findings was published in 2017. Members of the symposium will present key findings and recommendations from that report with respect to: a) young learners’ capacity for dual language learning, birth to five (Fred Genesee); (b) the development of English language proficiency in Grades K to 12 (Kathryn Lindholm-Leary); (c) promising and effective instructional practices for K-12 learners (Diane Tedick); and (d) dual language learners and English learners with disabilities (Tara Fortune). Emphasis will be put on practical implications of the findings of the report.
Bridging K-12 Immersion to University
Presenter: Michael Bacon, Portland Public Schools
Saturday – February 9th @ 1:45 pm
Immersion educators and families invest much time, energy, and time into designing, planning and implementing K-5 immersion programs. With half or more of the academic day dedicated to teaching in the partner language and ensuring children meet the expected academic outcomes the stakes are high. However, as students continue their immersion program studies into the secondary level challenges mount in terms of motivation and adequate language development with time learning in the partner language often reduced to two periods in middle and one in high school. Naturally students interests diversify and options and opportunities grow. Many students do complete K-12 immersion coursework, but then find options are limited at the university level or struggle to develop Advanced or Superior proficiency. This symposium pulls expertise from both secondary and university level programs to explore the following questions in connection to bridging K-12 immersion to university: 1) How do we foster independent and motivated adolescent immersion language learners wanting to continue their language studies at university? 2) What kind of pathways do universities offer to immersion students? 3) What are the unique needs of K-12 immersion graduates in continuing their advanced level language studies? 4) How can high school immersion teachers best prepare immersion students for university level language programs such as Flagship?