Program Development

Program Development

Although most people think of Program Development as the necessary first step to choosing and designing a program model that will be implemented, Program Development must also mean the constant care and reflection of implementation best practice and continuous improvement. Turnover in teaching staff, administration as well as changes in school district policy, educational mandates, etc. all place challenge and distraction on a program’s health and implementation. These challenges and potential distractions require a committed response to reflection and continuous improvement of the program’s implementation. An annual self-evaluation of the program’s implementation is highly recommended, and should be completed by representatives of all stakeholders of the school community.

Program Development Retreats

Program Development Resources

Detailed Information on Program Development Retreats and Overview Presentations

La Siembra

La Siembra is a retreat designed to facilitate planning, preparation, and design of new dual language programs in New Mexico. The first workshop was held in April 2003 in Corrales, New Mexico. The retreat consists of two days of intensive training and planning for key stakeholder groups from schools that are planning to start a dual language program in the next two years. The work of the groups is organized around the Dual Language Program Planner: A Guide for Designing and Implementing Dual Language Programs. The retreat is facilitated by veteran dual language teachers. Participation in La Siembra is not meant to provide all the answers to new program design and planning. The ultimate goal is for each school team to leave with a clear idea of what is needed to provide a high quality dual language program at their school.

Planting the Seeds of Strong New Dual Language Programs

La Siembra Reports (Past Retreats)

Upcoming La Siembra Retreats

Lead Facilitators include

El Enriquecer

El Enriquecer is a retreat for existing programs to self-evaluate, identify areas of improvement and develop action plans to strengthen and improve program implementation. The retreat consists of two days of intensive training and planning for school teams based on using the Guiding Principles for Dual Language Education (http://www.cal.org/twi/guidingprinciples.htm) as a program self-assessment tool. In addition, for each guiding principle that is discussed, real, best practice examples are presented to facilitate the action planning process. The goal is for school teams to not only leave El Enriquecer with a clear idea of where their program is with respect to best practices and what next steps they need to take to improve the quality of their program, but to also have a myriad of concrete examples/tools that they can put to immediate use.

A Dual Language Program Self-Evaluation Retreat that includes

El Enriquecer Reports (Past Retreats)

Upcoming El Enriquecer Retreat

Lead Facilitators include

Dual Language Overview (101) Presentations

These presentations are “generic” overview presentations designed to educate business, political and school communities as what dual language enrichment education is, what isn’t, and what is needed to implement with fidelity. Presentations include “The Basics” (definition, goals, non-negotiable components, etc.), as well as an overview of distinct program models and options required to implement successfully. Note: there are different presentations depending on the audience. With so many diverse models of bilingual education, it is essential that proponents of the Dual Language model be well versed in what the aims and objectives of Dual Language really are and what the basic components of such a program look like. It is the purpose of this page to provide a basic primer identifying the distinguishing components of a Dual Language program.

Dual Language 101 Presentations (in Adobe PDF format)

To help in outlining the basic aims and objectives of Dual Language Programs, we have prepared three presentations (in Adobe PDF format). The first two are designed for family and community members, while the third presentation is designed for educators and administrators.

The Ground Rules

When designing and implementing a Dual Language program, there are three non-negotiable issues. All Dual Language models must include:

  1. A minimum of 50% to a maximum of 90% of the daily instruction in the “target” language (e.g. Spanish)
  2. Strict separation of languages for instruction (no translation)
  3. K – 12th grade commitment

Four Distinct Dual Language Programs

1. Two-way Immersion (90-10 or 50-50)
Proven the most successful of all dual language programs, Two-way Immersion emphasizes the need to have language models of both the Minority and Majority Languages, learning side-by-side in the classroom for the majority of the day.
The non-negotiable issues for Two-way Immersion programs are: Balance of language minority and language majority students (at least 1/3 –2/3 ratio for either language). Integration of language minority and language majority students at least 50% of the time at all grade levels.

2. Heritage Language
Following the non-negotiable criteria for dual language programs, Heritage Language programs serve a student population that does not command a fluency in the language of their heritage. In New Mexico, this would include the New Mexican Hispanic or Chicano Student who no longer uses the Spanish Language in their home environment.

3. Developmental Bilingual
Following the non-negotiable criteria for dual language programs, Developmental Bilingual programs serve predominantly Minority Language students and do not have the 1/3 representation of strong Majority Language models participating in the program.

4. Foreign Language Immersion (total or partial)
Following the non-negotiable criteria for dual language programs, Foreign Language Immersion programs serve predominantly Majority Language students, and do not have the 1/3 representation of strong Minority Language models participating in the program. The responsibility of “modeling” the Minority Language falls mainly on the instructors in the classroom, and any community persons wishing to assist in the classroom.

Recommended Resources for understanding non-negotiable components of dual language education, and the distinctions of dual language program model designs.

Realizing the Vision of Two-Way Immersion
Elizabeth R. Howard and Julie Sugarman
http://www.cal.org/resources/pubs/rtv.html

Two-Way Immersion 101: Designing and Implementing a Two-Way Immersion Education Program at the Elementary Level
Donna Christian and Elizabeth R. Howard
http://www.cal.org/resources/pubs/twi_pubs.html

Profiles in Two-Way Immersion Education
Dona Christian, Christopher L. Montone, Kathryn J. Lindholm, & Isolda Carranza
http://www.cal.org/resources/pubs/twi_pubs.html

The Dual Language Program Planner: A Guide for Designing and Implementing Dual Language Programs
Elizabeth R. Howard, Natalie Olague, and David Rogers
http://www.cal.org/resources/pubs/twi_pubs.html

The Guiding Principles for Dual Language Education
Elizabeth R. Howard, Julie Sugarman, Donna Christian,
Kathryn Lindholm-Leary & David Rogers
http://www.cal.org/resources/pubs/twi_pubs.html http://www.cal.org/twi/guidingprinciples.htm