APS Dual Immersion Support

Myths and Facts of Language Acquisition

There are many myths and misconceptions about language acquisition. Check out this article from Dual Language Schools: https://duallanguageschools.org/columns/myth-busters-in-dual-language-learning/

 

How Can I Support My Child's Language Learning in the Dual Immersion Program?

Even if parents don't speak one of the target languages of their child's DLI program, parents still support language development at home. We must understand that children will often be reluctant to "perform" in the second language for adults.

Some of the key ways parents can support and foster a language-rich environment are listed below:

•Create a supportive  learning  environment  in  the  language  of  the  home; read, write,  listen, and  talk  to  your  student  in  your  own  language.

•Read WITH and  TO  your child in  your  native  language  EVERY  day.  

•Ask open-­ended questions.   (Use question words such as "how," and "why.")

•Encourage curiosity by teaching children to  question  the  world  around  them.  

•Emphasize the value of acquiring  another  language.    

•Applaud their efforts in the language immersion.  

•Develop effective study skills.    

•Volunteer in the immersion  classroom  or  help  with  materials,  activities,  or  field trips.  

•Extend cultural experiences  beyond  the  classroom.    

•Expose your student  to  the  language  through  technology  and  media.    

•Later, encourage your child to participate in an exchange or service program that will require interaction with people in the target language.

What is Proficiency?

Learning a language is very different than learning content areas. In order to determine success with language, language teachers must ascertain the proficiency levels of their students. Many often confuse proficiency with performance or achievement. Quite simply put, proficiency is the ability to use language in a real-world situation. Performance is the ability to use language in a limited and controlled situation such as a classroom or controlled situation-based exchange, and Achievement is the ability to repeat language elements that have been taught and mastered at some level. Each of these areas, proficiency, performance, and achievement has a role in language learning, but only proficiency is what people use to communicate in the real world. In language learning, proficiency is the KEY. It allows us to know what students can do with the language in spontaneous, unrehearsed, real life situations.

ACTFL, the American Council for Teachers of Foreign Language, is the national organization that has defined language proficiency for K - 12 settings. More information regarding ACTFL and proficiency can be found on the ACTFL website: https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012

DLI and world language programs often have establish Proficiency Targets in all four skills: listening, reading, speaking, and writing. These targets assist teachers in creating an instructional focus and establishing expectations for student output. Because there are many factors that influence language acquisition, not all students are expected to attain the targets in all four skills.

How long does proficiency take to develop?

How long will it take my child to learn the second language?

While the process can vary between students, it typically takes 1-3 years to acquire social language (the language of the playground) and at least five years or more to acquire academic language (the language of school). Students encountering a second language for the first time may experience a "silent period" that lasts anywhere from one day to six months or more. This does not mean that the brain is silent. It simply means that the student may be hesitant to orally interact in the new language. During this time, they are acquiring receptive understanding, and should not be forced to speak. Even as they develop proficiency, children may be reluctant to "perform" in their second language for adults at home.

The following are some common stages that students experience as they learn a second language:

STAGE OF LANGUAGE ACQUISITION	GENERAL BEHAVIORS OF STUDENTS
Silent/Receptive Stage (ACTFL Novice) Up to 6 months 500 receptive words	point to objects, act, nod, or use gestures say yes or no speak hesitantly
Early Production Stage (ACTFL Novice) 6 months to 1 year 1000 receptive/active words	produce one-or two-word phrases use short repetitive language focus on key words and context clues may appear to have a smaller vocabulary than other children in each language, but a larger vocabulary across the two languages
Speech Emergence Stage (ACTFL Intermediate) 1-2 years 3000 active words	engage in basic dialogue respond using simple sentences
Intermediate Fluency Stage (ACTFL Intermediate) 2-3 years 6000 active words	use complex statements state opinions and original thoughts ask questions interact in more lengthy conversations
Advanced Fluency Stage (ACTFL Advanced - Superior) 5-7 years content area vocabulary	converse fluently understand all grade-level classroom activities argue and defend academic points read grade-level textbooks write organized and fluent essays

The five stages of language acquisition described above are a general framework for understanding how students progress as they learn a language. However, it must be noted that language learning is an ongoing, fluid process that differs for every student. Children may move between stages of language acquisition, depending on the linguistic and cognitive demands of the academic language.

(Adapted from http://www.ascd.org/publications/books/108052/chapters/The-Stages-of-Second-Language-Acquisition.aspx)

Proficiency and Length of Time by Language

Linguistic distance is a concept that explores how different one language is from another. Studies have shown that this can impact the length of time it takes to become proficient in the second language. Take a look at the chart below:

Source: https://www.languagetesting.com/how-long-does-it-take

 

What Do Parents Need to Know about DLI?

What Do APS Parents Need to Know about DLI?

Click below for a one page overview about DLI. Dual Immersion schools should share with all parents with children in Dual Immersion. (Make sure to copy in English with Spanish on the other side!)

English: Download APS what parents need to know DI-English

Spanish: Download APS_what_parents_need_to_know_DI SPANISH

APS Dual Immersion Schools

In 2013, according to State Superintendent John Barge, the state of Georgia established the goal of expanding dual language immersion (DLI) programs in Georgia to twenty schools by 2020.

Click here to access more info from GaDOE about the Dual Immersion program.

 

For the 2019 - 2020 school year, there will be over 60 dual language immersion programs in Georgia. APS has the distinction of having seven DLI program schools that provide Dual Language Immersion over one thousand students. Each year in APS, the DLI program rolls up a grade level. Plans are in place to expand the DLI program through 12th grade to support the biliteracy development of our students. The schools, language, and grade levels for the APS DLI program for the 2020 - 2021 school year will be as follows:

Benteen Elementary School (Spanish - Kindergarten - 2nd) 

Bolton Academy Elementary School (Spanish - Kindergarten - 4th)

E Rivers Elementary School  (Spanish - Kindergarten - 5th)

Garden Hills Elementary School  (Spanish - Kindergarten - 5th)

Morris Brandon Elementary School (Spanish - Kindergarten - 4th)

Sarah Smith Elementary School (Spanish - Kindergarten - 4th)

Perkerson Elementary School (Spanish - Kindergarten - 1st)

 

STAMP Assessment - Overview for Parents

The STAMP assessment will be administered to APS DLI students in 1st grade and up. We will only administer the listening and speaking portions of the assessment. The results will provide our DLI Spanish teachers with additional evidence of student progress as reviewed by an external evaluator.The STAMP assessment is computer adaptive and will meet the students based on where they are in the language. The STAMP assessment is not based on any textbook, but rather uses real world scenarios to prompt the student. STAMP is valid and reliable as it is based on extensive field testing and expert panels. This is not a test for which students can study.

To assist our parents in understanding the STAMP assessment, we are creating a video that will be posted here soon.

 

STAMP Assessment

In order to provide our DLI Spanish teachers with additional data for identifying the Spanish proficiency levels of their students, APS will administer the STAMP test for Listening and Speaking in March 2018 for DLI students in grades 1st - 4th. 

Developed by AVANT Assessments, the STAMP 4Se (STAndards-based Measurement of Proficiency), was created by experts in the field to improve language learning outcomes in elementary language programs. STAMP enables teachers to reflect upon their instruction to improve proficiency outcomes and empowers school and district leaders to make decisions on curriculum and teacher training.

The STAMP Se provides real-world content and question types that are appropriate for elementary-aged students. The STAMP Se is administered on the computer and is adaptive, so students feel challenged, but not overwhelmed. The speaking section of the assessment is scored by language experts at AVANT. The results provided by the test will provide the Spanish DLI teachers with some additional data on what their students are able to do with the language as scored by an external evaluator. DLI Spanish teachers will utilize the STAMP results as one piece of data in their determination of assignment of levels on the APS Spanish Proficiency Report.

Parents can obtain more information about the STAMP Se assessment at https://avantassessment.com/stamp4se

 

 

Dual Language Programs Explained