“Creating A Chinese-English

Dual Language Program

Collaboratively”

NCLC Conference Presentation

April 24, 2010

Presenters:

Ellen Park, Principal, Wedgeworth Elementary

Angela Wang, Teacher, Cedarlane Middle School

Eleanor Liu, Teacher, Wilson High SchoolHacienda La Puente Unified School District, California

http://sites.asiasociety.org/nclc2010/?p=39

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Mandarin Chinese

Dual Language

Programs at

Wedgeworth

Elementary

Principal: Ellen Park

CDLP Teachers:Mi-Li Au Yeung & Christine Lin

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ELLEN PARK,

PRINCIPAL

24 Years as an Educator:

Principal at Wedgeworth Elementary since 2007

Educator at LAUSD for 21 Years:

• Assistant Principal for Pre K- 5 at Wilton Place

(Korean and Spanish Dual Language Programs)

• Bilingual/English Learners Coordinator

• Title VII/Dual Language Coordinator

• 14 Years as a Classroom Teacher,

including the Korean DLP Classes

Active Leader in the Community

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HLPUSD: The largest school district in the

San Gabriel Valley, serving more than 79,000

students with 32 schools

CA Distinguished School & Honor Roll

Awards

K – 5 with 295 Students (from 235 in 2008) 74% E.L. Students

52% Asian (111 Chinese-Americans)

34% Hispanic/Latino

6% Caucasian

8% Other (Filipino, Pacific Islander, Korean, Etc.)

Non-Title I School

1 Special Day Class (Autistic), Speech,

Psychologist & RSP Program

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Dr. Barbara

Nakaoka,

Superintendent

2009 – 2010 Slogan:

“Team Up for Excellence!”

“Team up to meet and exceed the

expectation that all kids

can/must learn and excel.”

Visit Our School Website: www.hlpusd.k12.ca.us/wedgeworth

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SOARING TO

NEW HEIGHTS

WITH API!

2008 Goal: 950

2008 API: 930 2009 API: 919!

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How It All Started Present Future

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WEDGEWORTH

MANDARIN CHINESE-ENGLISH

DUAL LANGUAGE PROGRAM

DLPs have been in existence for 50 years in the U.S. and in Canada.

During the mid-1960s, Dade County Public Schools in Miami, FL, developed two 50/50 Spanish DLPs.

In the „70‟s, programs were formed in 3 other districts –Washington D.C., Chicago and San Diego, CA .

As of 2009, there are over 340 DLPs throughout the nation.

DLPs are found in 29 of the 50 states. They are offered in 8 languages: Spanish, French,

Cantonese, Korean, Navajo, Japanese, Mandarin and German

Approximately 200 schools implement a DLP in California (89 districts; 5 languages): http://www.cal.org/twi/directory

(CA Dept. of Ed. Language Policy and Leadership Office; APOLO, LAUSD)

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HISTORICAL BACKGROUND

of Dual Language Programs

How do we

know this is

the best for

our kids?

Study focused on educational programs was published by Thomas and Collier in 2002 from their research in 1996 to 2001. It focused on student outcomes from 8 major different programs for English Learners: English mainstream, ESL taught through academic content, 50/50 Transitional Bilingual Education, 90/10 TBE, 50/50 One-way Developmental Bilingual Education, 90/10 OWDBE, 50/50 Dual Language Education & 90/10 DLE.

Key Research Findings: “Students in the dual language program significantly outperformed their comparison groups in other educational programs.”

CST Data: “Higher ELA and Math Scores on CST Testing”

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“ARE DLPs SUCCESSFUL?”

Thomas and Collier’s Study

How do we

know this

is the best

for our

kids?

(CA Dept. of Ed. Language Policy and Leadership Office; APOLO, LAUSD)

“Native language proficiency is a powerful predictor of the rate at which second language is acquired.” (Hakuta, 1990)-DLP Implication: “Students in a DLP make more rapid progress in second language acquisition than their peers in other educational programs.”

“Even though there is no age limit in the acquisition of a second language, it is ideal to begin foreign language instruction at elementary school.” (Schwarze, Curriculum Commissioner, CDE)-DLP Implication: “Students in a DLP start acquiring second language oral and written skills along with their first language beginning in Kindergarten.”

(CA Dept. of Ed. Language Policy and Leadership Office; APOLO, LAUSD)

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“ARE DLPs SUCCESSFUL?”

Other Research Findings

How do we

know this

is the best

for our

kids?

“Developing proficiency in 2 languages is associated positively with greater cognitive flexibility and awareness of language, which contributes to academic achievement. ” (Cummins, 1996)-DLP Implication: “Students in a DLP attain high levels of literacy in both English and another language since learning a new language develops critical thinking skills specific to language studies.”

“Skills and knowledge learned in the native language transfer to English and vice versa (Krashen).”-DLP Implications: “All subjects are taught in both languages; All students receive instruction in L1, daily; No repetition of content; No translation; Skills are transferred globally – skills and knowledge learned in one language transfer to another language.”

(CA Dept. of Ed. Language Policy and Leadership Office; APOLO, LAUSD)13

“ARE DLPs SUCCESSFUL?”

Other Research Findings, Continued

How do we

know this

is the best

for our

kids?

Bilingualism: High levels of proficiency in English and Mandarin Chinese

Bi-literacy: High levels of academic proficiency in English and Mandarin Chinese

Multicultural Competence: Understanding of different cultures and develop positive inter-group relations and self esteem.

Teachers will acquire the knowledge to develop Chinese and English language proficiency. They will collaborate, plan, develop, organize, and train for enrichment programs, curriculum, computer technology, and assessments.

Parents will be active participants in the education of their children

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Is This

What We

Really

Want for

Our

Students?

See It, Study It, and Believe It! Other District‟s Successful DLPs & Classroom Visitations Since

2008: Glendale USD, LAUSD & San Diego USD

District‟s Full Support: Meetings with the Superintendent, Secondary School/Chinese

Program Administrators, and the Board of Education Members

Consultation by Dr. Ping Liu, CSULB Professor

Adult Ed for After School Chinese Program

Capacity/Recruitment: Excellent Teachers! (EdJoin & District HR)

Commitment from the Parents/Students: Meetings, Flyers, Orientation, Interviews, Assessments, & Etc.

Community: Reporters/Newspapers

Hsi-Lai Temple

UCLA for Donations and Future Projects

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Creating CDLP

Collaboratively

At Wedgeworth,

HLPUSD

Public Announcements: District-wide, Reporters, Community Newspapers, Flyers, Word of Mouth…

Pre-Enrollment Forms “Come and Meet Our Teacher(s) and the

Principal Day”: Q & A, Goals, Expectations, Interviews, Pre-Assessments for Students

Sign Contract of Commitment Balance Number of Language Groups (50:50) Maintain a Waiting List Process Volunteer Forms and TB Tests “Meet and Join the PTA”

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Creating CDLP

Collaboratively

At Wedgeworth,

HLPUSD

Kindergarten and 1st Grade

Following the Dual Language Program‟s 50/50 Program:Designed to develop and implement a Chinese

instructional program for English-speaking/non-Chinese students.

Chinese students maintain and develop primary language skills while serving as role models for the English speaking students in the program.

50% English & 50% Traditional Mandarin Chinese Instructions

50% Mandarin Chinese-speaking & 50 % Non-Chinese/English-only Students

Promote academic excellence and competency in all subjects

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Students will: Become Bilingual, Bi-literate and

Bicultural at the End of 5th Grade Learn to Speak, Read and Write in English

and Mandarin Chinese Achieve Higher Academic Achievement Become Critical and Creative Thinkers Develop Friendship and Increased

Cultural Sharing and Understanding Meet Language Requisites for High

School, IB Program and University Have Increased Job Opportunities in the

Future/Become Global Leaders18

How Would It

Help Our

Students,

School, District,

and

Community?

Other: Build and Strengthen K-12 Collaboration Capacity-building Professional Development Strong Support and Collaboration from Both

English-only and Chinese-speaking Parents Increased Parent and Community

Involvement Increased Enrollment

Visit Us! CDLP Sample Flyer on Our Website: http://www.hlpusd.k12.ca.us/wedgeworth

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Follow the Same State and District Standards Language Arts:

Houghton Mifflin

Chinese Book Adoption – Mei Zhou Hua Yu, Chinese Language Arts in America (Visited by the Publisher/Author; New Kinder Curriculum)

Math: Harcourt Brace & Teacher-Developed Materials

Social Science: Scott Foresman Science: Scott Foresman Character Education by WestEd & GATE Programs Standards-based Assessments & Report Cards in

Both Languages: Teacher-Created and Dr. Ping Liu, CSULB Professor/Advisor for ASLA in „09

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What are We

Using That

Works?

2 Classes:

1 Kindergarten : Full Day; 20 Students

1 First Grade : 20 Students Percent of Instruction in Each Language: 50/50 Students: 50% Mandarin Chinese; 50% Other

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8:00-9:45 Chinese (Language Arts/Math /Science)

*9:00-9:30 Library (Wednesday)

9:45 – 10:05 Recess/Snacks

10:05 – 10:30 English Language Arts

10:30 – 11:00 ELD/ELA

11:00 – 11:30 English Language Arts

11:30 – 12:20 Lunch

12:20 - 12:40 ELA

12:40 - 1:30 Math/Science/Social

Science/Art/Too Good

for Drugs/Char. Ed.

*1:03 Thursday Early Dismissal

1:30 - 2:00 P. E.

2:00 – 2:11 Clean up/Dismissal

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8:00 - Chinese Language Arts

9:15 - Math, Science, Social Studies & Chinese Culture

9:15 - Math

10:05 - Recess

10:25 - ELD

10:55 - English Language Arts

11:40 - Lunch

12:30 - English Language Arts

1:50 - Science, Social Science,

Too Good For Drugs,

Art and P.E. in Chinese

Total CLA time: 105+21=126

Total ELA time: 45+80=125

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After School Chinese Class/Extended Day Program:Every Tuesdays and Thursdays for 90 Min. EachEmphasis on Oral Language and Chinese Culture

Culmination ActivitiesChinese New Year’s Day AssemblyComputer Lab: Word ProcessingIntervention ProgramsInternet: E-mail to Schools in Taiwan and China Research Projects

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Bilingual Instructional Aide/University Interns/ Parent Volunteers

Homework/Intervention Programs (Teacher Volunteered Hours)

2:30 to 4:00 P.M. on Selected Days

Homework Assistance and Intervention

Summer School Programs for Chinese Language Arts and Cultural Activities: Partnership with the Youth Science Center on Campus

So. CA Council of Chinese Schools and Loyola Marymount

Super Institute After School ProgramDismissal to 6:00 P.M.

Homework, Chinese Instructions & Tutoring

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District’s Training in All Subjects & BTSA Training PLC Training: Data Analysis, Setting Goals,

Implementing Action Plans, and RtI/Intervention Thinking Maps and Fetzer Writing Training with Dr. Ping Liu:

Chinese Language Arts Standards

Chinese Benchmark Assessments

Progress Report Cards

Best Practices in Math, Social Studies and Science

Multicultural Activities Computer Instructions Chinese Conferences

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PTA and School EventsAdvisory Committee Members Parent/Community Meetings Parent Volunteer Programs

and Appreciation DaysParent Center Parenting Education Classes ESL Distance Learning Programs

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“CDLP Parent Orientation”

“STAR Reports/Standardized Testing”

“Tackling the Homework Dilemma”

“Communicating w/Your Child’s Teacher /Your Child”

“Goal Setting and Time Management”

“College Admission Requirements”

“Surviving the Adolescent Years”

“Nutrition and Your Child”

“Internet Safety”

Distance Learning ESL/Citizenship Education

Data Chats & Parent Conferences

Surveys at the End of the Year

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Youth Science Center for Science, Computer Lab, & Summer Programs

Hsi-Lai Temple for Tutorial Programs, Chinese Classes for Adults and Students, & Entertainment

Chinese American Parent Association for Chinese Cultural Activities

Greater Chinese Language Church for Donation

CSULB, Loyola Marymount & UCLA

Sam‟s Club/Wal-Mart for Grants

Individual Donations to PTA

Local Businesses for Donations29

Add More Classes/Up to 5th Grade+ Improve Instruction & Materials Write Grants (i.e., FLAP) Continue to Partner Up!:

Collaborate with Secondary Schools and

Universities

Other Districts &/Schools (USA/Abroad)

CollegeBoard China Trip Opportunities

Business/Community Partners Increase Teacher Training Opportunities “Explore China/Taiwan” for Students, Teachers

and Parents30

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What

Next?

Grades: 6, 7, and 8

Theory Basis: Stephen Krashen’s theory

of 2nd language development and

acquisition

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Communication

Cultures

Connections

Comparisons

Communities

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Silent Period/Beginning

Early Intermediate

Intermediate

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This Wheel Chinese Language and Culture Program, a 12-week rotating schedule at Cedarlane Middle School will be on the following first two stages:

Beginning and Early Intermediate stages where the teaching and learning of basic interpersonal and communications skills (the BICS) are focused.

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Are the language skills needed for social

situations.

It is the day-to-day language needed to

interact socially with other people.

L2 Chinese learners of the Beginning

Stage in my class receive BICS-content as

comprehensible input.

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ni hao 你好! zao shang hao 早上好! ni hao 你好! zao shang hao 早上好! ni hui shuo zhong wen ma 你會說中文吗？ wo hui 我會. ni ne 你呢? wo ye hui 我也會. ni hui shuo ying wen ma 你會說英文吗？ wo hui 我會. ni ne 你呢? ni hui shuo xi ban ya wen ma 你會西班牙文說吗？ yi dian dian 一點點. ni ne 你呢? dui bu qi 對不起. wo bu hui 我不會. mei guan xi 没關係.

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oni jiao shen me ming zi? 你叫什麼名字？owo jiao. 我叫_____.

oni ne 你呢?

oni ji sui? 你几歲?

owo 12 sui 我 十二 歲 . ni ne 你呢？oni ji nian ji 你几年級?

owo 6 nian ji 我六年級. ni ne 你呢?

owo 7 nian ji 我七年級.

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Let them know that making a mistake is

part of the learning process.

While this can easily facilitate a student’s

language skill particularly of

pronunciation and BICS skills.

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Mortar Word #9 九 Inform/tong zhi/通知 /通知Mortar Word #12 十二 Paraphrase /shi yi/释义/釋義

Mortar Word #13 十三 Deduce/ tui lun /推论/推論Mortar Word #14 十四 Persuade/ shui fu/说服/說服

Mortar Word #16 十六 Sequence/ xu lie/序列/序列

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The Goal

To better serve as a significant bridge for a

consistent and coherent Chinese

teaching and learning within the

Hacienda La Puente Unified School

District, California

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Presented by Eleanor Liu, Teacher

Our Chinese program started in 1989.

Considering the need of scheduling of all

courses students have to take, and of the

average number of students required for

every class on campus, we cannot offer

different classes for heritage students

and non-heritage students respectfully.

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The Chinese courses we offer are Chinese 1, Chinese 2, Chinese 3, 3H, Chinese AP,Mandarin High Level , 1st year (literature), Mandarin High Level, 2nd year (composition).

In total, we have 11 sessions, about 300 students.

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To accommodate the situation that some students attend FLAP afterschool Chinese program in elementary, or the wheel elective program in middle schools, but others don’t, all incoming freshmen (9th

graders) interested in studying Chinese need to take the placement test before they graduate from middle schools.

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Based on the result of the placement

test, freshmen who cannot write any

Chinese characters , even though

they can speak, are placed in

Chinese 1 classes.

Other freshmen will be placed in one

of the other 6 levels of Chinese

classes.

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Most students will take 2 - 3 years of foreign language.

IB students are required to take 4 years.

ELD students usually will focus in English in their freshmen year -- with 2 periods of English a day , thus will take the highest 2 levels of Chinese in their junior and/or senior years, to meet the graduation requirement, and the requirement of college admission.

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Chinese 1 & 2: Hanyu for Beginners 漢語Hanyu, Intermediate Level,

Stage 1, Stage 2

Chinese 3 & 3H: Taiwan Today 今日台灣Chinese AP: Taiwan Today,

Beyond the Basics 樂在溝通Mandarin HL: Beyond the Basics

China’s Peril and Promise

中國的危機與希望

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Pinyin

Vocabulary

Text

Reinforcement

Content -based knowledge

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Provide a booklet of handout with the

pinyin of all possible combinations of

consonants and vowels, and tones.

Spend 2 to 3 weeks at the beginning of

the program on pinyin.

Listening, reading, and written tests.

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Analyze the structure of each character, explain the embedded meaning.

Notes: introducing the pinyin, definition, phrases and sentences that contain this new term.

Vocabulary list: with pinyin and definition. The pinyin will be covered later for the purpose of reading test.

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Word cards: w/o pinyin, posted on the

wall all the time for Chinese 1 & 2.

Students can look for the terms that they

have learned yet might have forgotten.

Written tests: dictation, filling in the

blanks.

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Always start with dialogues. If the textbook doesn’t provide dialogues, teacher makes one, and includes the new vocabulary in it.

Students practice reading the dialogues like role-play.

Study the text from the book, answer questions.

Reading test in groups and written test on the text.

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Syntax and grammar practices: do varieties of worksheets, like :

cloze exercise on new terms,synonyms, antonyms, homonyms,lists of easily mistaken characters,reading comprehension onadvertisements, passages, unscramble sentences, sentence-making, translation, etc.

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Speaking practice: Do role-play presentation in front of the class,

from student-written scripts or from scripts

provided by teacher;

Do oral presentation as part of projects.

Typing (Chinese word processing)

Writing practice: Describing series of pictures

Completing open-ended stories

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Journal writing: once every 2 weeks, with

prompt assigned.

Goals: Ch 2: 250 characters

Ch 3: 400 characters

Ch 3H: 500 characters

Calligraphy practice: a few times each

semester.

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Cultural projects:

Students draw topics,

Do research online,

Make power point files for oral presentation,

Post the summary and pictures on

construction paper,

Share the products with the class.

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Always add supplemental material to enrich the content knowledge in Chinese. For Examples:

On distances, teach metric system and English system.

On numbers, teach the way to memorize the time in Chinese, the way to say fractions and decimals.

Give some word problems for them to explain the steps and answers in Chinese.

On waters, besides the difference of and 洲, teach all five oceans and seven continents, etc.

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Provide the Chinese terms of

geographical features and have students

do mapping.

On biology, teach parts of plants in

Chinese.

On body parts, besides the outside parts,

also teach the inner organs and systems.

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On festivals, teach both the traditional custom

and the modern custom.

In studying the text, often have students think

about the cause and effect (positive and

negative).

On history, teach the names of Chinese

dynasties, important features, and have students

do double timeline: one side on important events

in Chinese history, the other side on important

events in western history.

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On philosophical concepts, introduce China’s major traditions of Confucianism, Maohism, Daoism, Legalism, and Buddhism.

Our school cooperates with a high school in China to run a language and cultural exchange program since 2004. Our students have the chance to visit China in summer to get some beneficial experience and different perspectives.

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Written assignment 40 %

Written tests 40 %

Reading tests 12 %

Participation 8 %

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Chinese 1: A, B, C promote to Chinese 2D, F repeat Chinese 1

Chinese 2: A promote to Chinese 3HB, C promote to Chinese 3D, F repeat Chinese 2

Chinese 3, 3H: A, B, C promote to Chinese AP

D, F repeat Chinese 3Chinese AP: advance to Mandarin

High Levels

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For 3 years in a row, we have 100% passing rate on the Chinese AP Exam.

In years to come, after students in the dual language program come to high school, they will qualify to skip the lower level Chinese courses and take SAT subject test in 9th grade. To cope with this group of students, the content-based curriculum will be modified to provide an authentic Chinese-only academic studying environment.

“THANK YOU! 謝謝大家”70

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