2005 cael speak english? habla espanol? a dual-language accelerated learning model for higher...
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Speak English? Habla Espanol? A dual-language accelerated learning model for
higher education
Council for Adult and Experiential Learning Chicago, 2005
Dr. Carmen L. LamboyProf. Luis ZayasDr. Luis BurgosSistema Universitario Ana G. Mendez
Who we areAna G. Méndez University System
School for Professional StudiesAccelerated Learning Program
Dual Language Accelerated Learning
The Need for Accelerated Dual Language Education
Why is Accelerated Dual Language Education Important?• Purchasing power of Latinos has reached
$700,000 million (US Hispanic Chamber of Commerce)
• Globalization and international trade– Free trade agreements between the United
States and Latin America (México, Chile, Central America, Dominican Republic)
Why is Accelerated Dual Language Education Important?
• Latino adults have significantly lower university level attainment.
46.4
60.3
10.6
28.1
0
10
20
30
40
50
60
70
High School,Some College
Bachelors orHigher
LatinosNon- Latino
US Bureau of the Census, 2000
Why is Accelerated Dual Language Education Important?• Latino mastery of the English language
affects access to higher education– 18% of US population speak a language other
than English at home• 60% of them speak Spanish
– 85% of Latinos speak Spanish at home– 14 million Latinos report that they do not
speak English “very well” (49%)US Bureau of the Census, 2000
Why is Accelerated Dual Language Education Important?• Conclusion
– In order to increase access of Latino adults to higher education we need alternative programs that will allow for:
• Enhancing English skills• Flexible scheduling to combine work, study and
personal responsibilities
Characteristics of the Accelerated Dual Language Model
AcceleratedAdapted from Regis University Model
Basic Characteristics
Accelerated•9 enrollment opportunities
•Students concentrate on two classes at a time
•Students can take up to 18 credits per semester
•Scheduling flexibility during the semester
Traditional•3 enrollment opportunities
•Students must work with 6 courses at once
•18 credits requires daily attendance
•Cannot stop-out during the semester
Accelerated vs Traditional
Dual Language
Theoretical Background
• 58% increase in the Latino population in the United States (1990-2000)– Largest and fastest growing minority group– 20% of the US population will be Latino by 2020
Why is Accelerated Dual Language Education Important?
US Bureau of the Census, 2000
Bilingualism
Additive Bilingualism
Subtractive Bilingualism
Dual LanguageImmersion
Transitional
1st Model 2nd Model
Bilingual Alternatives
Why Dual Language and not Transitional?
• Dual language characteristics complements Adult Learning Principles – curriculum is content based – effective language learning is tied to real-life
goals– includes experiential or hands-on activities– spirit of collaboration and peer interaction
Our ModelDual Language Discipline Based
Immersion Program
Our Mission - Our Model
Fluency•Social•Personal
ProfessionalProficiency
Use of both languages and both cultures for professional proficiency.
L2L1
Definition• A Dual Language
Professional is one who demonstrates professional competencies, confidently, in their field of study in Spanish and English.
Confidently
Conceptual Interpersonal Communication
Professional Competencies
SKILLS
Language
Professional CompetenciesConceptual Skills:
1. Generate Ideas2. Create Projects3. Analyze/Interpret
Data4. Critical Thinking5. Synthesis
Professional CompetenciesLanguage Skills:
6. Spelling & Grammar7. Translates8. Summarizes Information9. Use of Varied
Vocabulary10.Technical Jargon11.Reads & Understands
Professional CompetenciesCommunication Skills:
12.Making Coherent Presentations (reports, proposals)
13.Support Opinions14.Express Ideas
(hypothetical & situational)
Professional Competencies
Interpersonal Skills15.Team-work 16.Interpersonal
Interaction
Five Basic Elements
1. Development of both languages through coursework
• Undergraduate requirements of 12 credits both languages
• Four-level language development sequence:
– Immersion (Non-credit): little or no language skills
– Developmental (Credit, not required): language skills not at college level
– First year (Credit, required): first year college requirement
– Second year (Credit, required): reading and writing skills needed by the dual language professional
English:Accuplacer (College Board): selection of items
targeted to model’s language curriculum
2. Placement testing - Computerized testing for immediate grading and data collection
2. Spanish: SUAGM Placement test for native speakers S-CAPE for Spanish as a Second Language Speakers
3. Use of both languages in all content courses
• Strictly follow 50/50 formula
• Modules– Specify language to be used in each workshop,
assignments and evaluations
– General information in both languages
– Workshops in the language that will be used in that workshop
3. Use of both languages in all content courses
• Faculty MUST use Monolingual Delivery
• “Sheltered environment” for students– May ask questions in language of choice but will
get answers in workshop language
– Assignments and evaluations MUST be in the language specified
4. Computerized language lab for skill development
• Open lab for language and basic skills development
• Faculty may arrange to bring their classes
• Exercises developed in-house complemented by other software
5. Bilingual faculty and staff• Staff speaks, reads and writes both languages
• All faculty is bilingual, including those teaching language courses
• Faculty and staff model a dual language professional and provide “sheltered environment”
• Continuous Professional Development
The Orlando Experience
Activities, Accomplishments and Lessons Learned
Metro Orlando University Center(MOUC)
• Accelerated Dual Language studies for adults– Associate Degrees (2)– Bachelor Degrees (12)– Masters Degrees(5)
• Enrollment growth – 152 - Academic year 2003– 626 – Academic year 2005
Student Profile• Female (78%)• Age: 25-29 yrs. (26%) 40 > (23%) Average: 33 yrs. old• Family Size: 2-3 members (52%)• Single (57%)• Family Income: $25,000> (68%) Average: $47,629
Metro Orlando University Center(MOUC)
• Faculty– 121 Certified bilingual facilitators– 80 certified as Module Preparation Specialists– Professional Development 2003-2005:
• 42 sessions• 828 attendees
• 301 bilingual modules
Assessment Components• Student Representative Meetings• End of Course Evaluations• External Peer Reviews• Language Placement Testing and Post-testing • Student Achievement of Program Objectives
(Midpoint and Capstone Courses)• Continuous Assessment of Program Activities
(Evaluation of Staff and Faculty Development)• Evaluation of Student Portfolios
End of Course Evaluations 2005
End-Of Course Evaluations• Student Satisfaction Survey• Completed every 5 weeks • Scale:
– A Totally Agree– B Agree– C Partially Agree– D Disagree– F Totally Disagree
• Reported in percentages
5561
2526
128
4 3 4 20
10
20
30
40
50
60
70
A B C D F
MODULESRESOURCES
Instructional Resources
8795 94
93
3 2 1 1 1 0 0 1 1 2
0102030405060708090
100
A B C D F
ClassManagementGroupInteractionsStudentEvaluation
Faculty and Classroom
1159
84
ABCDF
Facilities
90
71 1 1
ABCDF
Self-Evaluation Language Confidence
32 Graduates – June 200532 Graduates – June 2005
What is AGMUS Ventures?
WHO ARE WE?WHAT DO WE DO?
What is AGMUS Ventures?• Joint venture of Ana G. Méndez University System
(Puerto Rico) and Regis University (Colorado)• AGMUS Ventures created to develop educational
services and products with four key characteristics:– Accelerated– Bilingual– Adult focused– Targeted to Latino markets: Latino-US and Latin America
Services and products
• Develop new sites for implementation of dual language education model
• Provide administrative services for institutions wanting to develop this model at their sites
• Offer licensing and consulting agreements for model implementation: feasibility studies, marketing, staff and faculty development, others
• Develop materials needed for implementation of the model
Contact InfoCarmen Lamboy, [email protected]
Luis Zayas, [email protected] Burgos, [email protected]
Metro Orlando University Center(407) 207-3363
5601 S. Semoran Blvd.Orlando, FL 32822