Robin ZaneMichele BerkeCalifornia School for the Deaf

Brief overview of bilingual theory applications at CSD

Brief discussion of the framework for best practices (bilingual teaching strategies)

How we infuse technology throughout instructional practices

How the framework, best practices and data impact student outcomes and accountability

Second language acquisition at CSD: Students are respected as a linguistic and cultural

group Value their unique visual learning styles Additive bilingual approach

Assessment and accountability Assessing academic outcomes that promote and

authentically evaluate students (what they know and can do)

The two languages have a common knowledge base.

SOURCE: Baker, 2001 from CAEBER

All languages share a common underlying proficiency;

cognitive and academic skills acquired in a first language will transfer to related skills in a second language.

Cummins

Main function of language (ASL) is meaningful communication

Acquisition occurs when high quality input is present

Rules in first language generalized to second language acquisition

Krashen (1981)

Most are not exposed to a visual language immediately at birth Need to make connection between what they

experience and language Even with auditory technology, don’t have

immediate access to a spoken language Immediate visual language can resolve this and

provide comprehensible input

Lead their lives with 2 (usually American Sign Language, ASL and English) languages

May have very different exposure to social and academic languages in their daily lives

Deaf students will always be bilingual (Grosjean, 1996)

May come to the educational setting as semi-lingual

Creating a bilingual “additive” program Understanding the bilingual acquisition process

(social/academic languages—BICS/CALP) Best practices

Developing materials Building background knowledge

Purchasing technology (SMART boards, laptops, document scanners, word processing) Visual media (to make both languages accessible at

all times)

Inquiry, objectives, questions What type of data do we need (how is it

collected; who is responsible) Collect, store and disaggregate data Summarize, analyze and interpret How will the data be represented Who, how and where will the information

be shared Data dialogue; creating solutions and

equity(Johnson, 2002)

Language planning (status, corpus, acquisition, attitude*)

Including all stakeholders in the process (CDE, administration, staff, students, families, alumni, community members)

Training staff on ASL/English Bilingual teaching strategies

Development of ASL assessment tools and rubrics

Immersion class

Processes happened simultaneously to get us where we are: Feedback from WASC accreditation Purchase of computer-based, adaptive test

(Measures of Academic Progress-MAP- from NWEA)

Establishment of assessment and data committees (among others)

Staff training and “buy-in” Centralized data storage system

Instructional practices Corpus development

Data storage (Cruncher) Access for all

Computer Adaptive Testing (MAP) Links back to curriculum/instructional

practices Differentiated instruction Formative assessments IEP planning

Hardware iMacs in computer

lab SMART boards Document scanners Department laptops

Software PowerSchool PowerTeacher Screenflow Keynote Study Island MAP RP Curriculum mapping

August 2011 Everyday Routines Essential Questions: EQ #1: How Do I Start and End My Day?  

Standards, Content or Unit: Language and Emerging Literacy

Standards and Skills: At around 36 months of age, children demonstrate understanding of the meaning of others’ comments, questions, requests, or stories.

Assessments: Video or evidence of students who will:1. Look for a stuffed bear when the infant care teacher asks, “Where’s your bear?

2. Get the bin of blocks when the infant care teacher asks what the child wants to play with.

Resources: Introduce a stuffed animal and talk about her daily routine;

Children name family members using their picture of family

EQ #2: What's It Like Where I Live?

EQ #3 What's at School?

EQ #4 Where Else Do We Go?   Language & Emerging Literacy   At around 36 months of age, children demonstrate understanding of the meaning of others’ comments, questions, requests, or stories.

At around 36 months of age, children communicate in a way that is understandable to most adults who speak the same language they do. Children combine words into simple sentences and demonstrate the ability to follow some grammatical rules of the home language.

At around 36 months of age, children engage in back-and-forth conversations that contain a number of turns, with each turn building upon what was said in the previous turn.

At around 36 months of age, children show appreciation for books and initiate literacy activities: listening, asking questions, or making comments while being read to; looking at books on their own; or making scribble marks on paper and pretending to read what is written.   video or evidence of students who will:

Look for a stuffed bear when the infant care teacher asks, “Where’s your bear?” Get the bin of blocks when the infant care teacher asks what the child wants to play with. Know the names of most objects in the immediate environment. Show understanding of the meaning of a story by laughing at the funny parts or by asking questions.   EQ #1:

Introduce a stuffed animal and talk about her daily routine.

Children name family members using their picture of family

playing with toy vehicles to provide a good opportunity to talk with children about ways they travel to school

decorate a frame for their family picture

New technology means money, capacity, training and person-power (maintenance, monitoring, on-call support)

Training staff A Training the Trainers model

Establishing “buy in” Internalizing a data driven culture Video storage Next Steps

Baker, C. (2001). Foundations of bilingual education and bilingualism. Multilingual Matters: Tonawanda, NY.

Cummins, J. (1980). The construct of language proficiency in bilingual education. In J. E. Alatis (Ed.), Georgetown University Round Table on Language and Linguistics. Georgetown University Press: Washington, DC.

Grosjean, F. (1996). Living with two languages and two cultures. In I. Parasnis (Ed.), Cultural and language diversity and the deaf experience (pp. 20-37). Cambridge University Press: Cambridge.

Johnson, R. (2002). Using data to close the achievement gap: How to measure equity in our schools. Corwin Press: Thousand Oaks, CA.

Krashen, S. (1981). Second language acquisition and second language learning. Pergamon Press: Oxford, England.