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Bilingual Program Structure Training

Description

The Equity Assistance Center Region 2 at Touro College (a federally funded program that assists public schools) and the New Jersey Department of Education have created online Bilingual Program Structure Training modules for educators interested in bilingual education.  The goal of the modules is to equip district and school leaders to further develop the structures and goals of their bilingual program.  Participants will develop their knowledge of biliteracy as well as create a native language allocation policy and a long-term program vision.

Modules should be completed sequentially.  Each module contains links to readings and/or templates as well as video footage from the face-to-face Bilingual Program Structure Training that was taught in June 2014.

Module 1: Introduction to Bilingual Education

Activity 1.1

Complete the "before" section of this Anticipation Guide.

Reading

Read pages 3 and 4 (through the first full paragraph) of the book Teaching for Biliteracy.  Consider how looking at students from a "holistic perspective" is affirmed by the research presented in the Part 1 video.

Watch Video (Part 1)

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Activity 1.1 Continued

Complete the "after" section of this Anticipation Guide*.  Did your answers differ?

*Answer Key

Module 2: Bilingual Program Scaffolds

Reading

Before thinking about strengthening your existing program, it is important to make sure that your program meets the requirements of the New Jersey Bilingual Education Code.  Read through this document to become familiarized with the requirements for ELL programs in New Jersey.

Watch Video (Part 2 and Part 3)

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Activity 2.1

Answer the following questions.

  • Which program scaffolds are most relevant for your district?
  • Are there any areas where you are providing a buttress instead of scaffolds?
  • Are there any areas where you are not providing enough scaffolds?
Module 3: A Vision for Biliteracy

Watch Video (Part 4)

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Activity 3.1

Complete a district vision statement on the Building Biliteracy Template.  Save a copy of the template with a completed vision statement.  You will finish the template in Module 7.

Module 4: Biliteracy and Equity

Activity 4.1

Take the Sample Teacher Self-Reflection Survey on page 45 (this document contains excerpts from Teaching for Biliteracy, and, as a result, many pages are not consecutive).  Reflect on how your background may influence your view of bilingual program organization.

Watch Video (Part 5)

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Activity 4.2

Answer the following questions.

  • What application could this survey have in your district?
  • What implications might teachers' answer have on the programs you are planning to establish?
Module 5: The Bridge

Reading

To start thinking about "The Bridge", read the "Creating Bilingual Units of Instruction: A Biliteracy Unit Framework" on pages 14-15 of Teaching for Biliteracy.

Watch Video (Part 6)

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Activity 5.1

View the "Biliteracy Unit Framework: Template" (Teaching for Biliteracy) on pages 16-17.  
Answer the following questions.

  • How are the ideas from this template already being implemented by district staff in unit and lesson planning?
  • What ideas from the template would further promote biliteracy for ELLs in your district?

References
Beeman, K., & Urow, C. (2013). Teaching for biliteracy: Strengthening bridges between languages. Philadelphia: Caslon Publishing.

Module 6: Program Decision Tree

Watch Video (Part 7)

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Activity 6.1

Select the appropriate grades/proficiency levels for which to create a decision tree.  Make a decision tree to track the progression of language allocation over four years.  Analyze the results to determine if language is allocated appropriately in your district. 
Answer the following questions.

  • Is there a progression towards biliteracy?  Is either English or the native language(s) emphasized too much at a particular grade or proficiency level?
  • Are students supported appropriately with their native language(s), especially when they are at low levels of proficiency? 
  • Are there grade levels at which students are going from classes taught mostly in English to classes taught mostly in their native language?
Module 7: Building Biliteracy

Watch Video (Part 8)

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Activity 7.1

Complete the Building Biliteracy Template that you started for Activity 3.1.