1. education
2. english as a second language

Achieving Equity and Academic Excellence through
Dual Language Enrichment for All
Dr. Leo Gómez
Dr. José Agustín Ruiz-­‐‑Escalante
Dual Language Training Institute
NABE 2015
Achieving Global Competence: Biliteracy for All
March 4-­‐‑7, 2015
www.dlti.us
#gomezand gomez
gomezandgomezDLE
Agenda
§  Dual Language Enrichment (DLE) Enhances Cognition
§  DLE is Enrichment Learning (DLE is GT practices!)
§  Two-Way & One-Way DLE
§  Gómez & Gómez DLE Model
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PK-1st Grade DLE Program Benchmarks
DLE Functional Classroom Environment
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Labels, Student Generated Alphabets, Interactive Word Walls
Language of the Day
Bilingual Pairs
Question and Answer
DLE Enhances Cognition
§  DLE instruction is clearly supported in Brain
Research:
§  Balanced Bilinguals or Biliterates = Enhanced Cognitive
Gains (brain plasticity) in:
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Concept Formation; Multi-tasking
Classification Skills
Analogical Reasoning
Visual & Spatial Skills
Recall skills
Creativity
Focus (executive function)
Ellen Bialystok (2010)
Dual Language Leading Educational Reform for All Students
§  Dual Language is an enriched education (GT):
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§ 
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§ 
§ 
§ 
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Academic learning in two languages (Biliteracy)
Academic Rigor; High expectations
Cognitive Advantages to Biliteracy
Engaged Learning; No Ability Grouping
Project-based & Inquiry-Based Learning
No Intervention, but Acceleration!
Long-Term Achievement; College Ready!
Dual Language Enrichment
IS Best Practice for All Students!!
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Institute. All Rights Reserved.
DLE is for All Students
§  Two-­‐‑Way DLE
§  Students from two language groups learn in two languages (native Spanish and native § 
English speakers)
Opportunity for Native English Speakers
§  One-­‐‑Way DLE
§  Students from one language group learn in two languages (only native Spanish or § 
native English speakers)
One-­‐‑Way DLE can easily be adopted as THE bilingual program serving Dual Language Learners (DLLs)
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One-­‐‑Way & Two-­‐‑Way DLE Programs
§  One-­‐‑Way DLE does NOT require both English & Spanish speakers in classroom
§ 
There is NO transition (5th grade biliteracy goal)
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There is NO ESL block (students learn L2 through content)
§ 
There is NO Exiting (5th grade biliteracy goal)
§  THERE IS STRONGER LONG-­‐‑TERM ACHIEVEMENT
Copyright © 2015-Dual Language Training
Institute. All Rights Reserved.
Copyright © 2015-Dual Language Training
Institute. All Rights Reserved.
Dual Language Enrichment and Texas GT Services
Gómez & Gómez DLE
— 
Heterogeneous instructional
grouping using bilingual pairs &
bilingual groups mixed by language
and content ability; DLE Lesson
cycle
Texas - §89.3 GT Services
— 
Instructional and organizational
patterns that enable identified
students to work together as a
group, to work with other students,
and to work independently
— 
Independent investigations
employed in four (4) foundation
curricular areas
— 
Project-based and Inquiry-based
learning through Bilingual Research
Centers
— 
Academic Rigor; Challenging
Interactive and Authentic (CIA);
Teach to top 25%; Writing across
the curriculum; 2-Year Benchmarks
— 
A continuum of learning experiences
that leads to the development of
advanced-level products and
performances
— 
Challenging Activities in Bilingual
Pairs; Accountable Talk (content)
— 
Opportunities to accelerate in areas
of strength
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Number of Words a Child Hears
50,000,000
45,000,000
40,000,000
35,000,000
30,000,000
Welfare family
25,000,000
Working class family
20,000,000
Professional family
15,000,000
10,000,000
5,000,000
0
Hour
1 year period 4-Year period
Hart & Risley (2003)
End of PK DLE Benchmarks
§  By end of 1st year in DLE,
100% of DLE participants
will:
ü Be able to read a complete
sentence in their native
language (L1)
ü be able to write (create)
one complete sentence in
their native language (L1)
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Institute. All Rights Reserved.
Guess my age?
Administrator Tip:
Don’t wait until 3rd grade to determine
if there is a problem in your DLE
classes. You will know by the end of the
1st year (PK or K) if your DLE program
is on track to success.
Copyright © 2015-Dual Language Training
Institute. All Rights Reserved.
Two-Year PK-K or K-1st DLE Benchmarks
§  By end of 2nd year in
DLE, 100% of DLE
participants will:
ü be reading on grade
level in their native
language (L1)
ü be able to write 1 Full
Journal Writing & Student Work in
Spanish and English!
Page in their native
language (L1) and HalfPage in their second
language (L2)
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Writing Across
the Curriculum!!
Journals:
Math; Science; Social Studies;
LOD; Dialogue; Diaries, etc.
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Elements of Gómez & Gómez Dual Language Enrichment Classroom **Classroom Labels**
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Student
Generated
Alphabets!
Gómez and Gómez
Instructional
Components are…
Research-Based!
A strong research
foundation is the bedrock
for G&G DLE model
Second Language
Acquisition and 28 “Best
Practices” of instructional
strategies
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Institute. All Rights Reserved.
Elements of Gómez & Gómez Dual Language Enrichment Classroom **Student Generated Alphabet**
Kindergarten Level (One Each Semester) 2nd Grade Level
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Elements of Gómez & Gómez DLE Classroom **Interactive Word Walls**
q 
Robust “Word Walls” Support Instruction (R / W)
q 
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q 
q 
q 
q 
q 
q 
q 
q 
q 
Words come from all activities with students (capture words students share)
High Frequency words PLUS grade level vocabulary
Do not repeat words in both languages on WWs
Words can come from all areas and activities in either language
Add 3 words per day to each WW (90 words by end of the 1st 6 weeks)
Continue to add words and “bank” learned words to make space for new words: ring & hang or place in jar by WW (WWs stay full all year!)
Create Interactive WWs (words are removable)
Review Vocabulary from all Word Walls in LOD
Content Bulletin Boards: (for Math, Science & Social Studies)
Current Week’s Content Vocabulary List (not ABC order)
Highlight Student Work (especially writing)
Keep vocabulary words separate from WWs except for few exceptions Copyright © 2015-Dual Language Training
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Language of the Day (LOD)
§ 
Language of the Day [MWF: Spanish / TTH: English]
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Develops extensive vocabulary in both languages, particularly in the L2
Validates both languages across the campus
All School Staff Use the LOD Across Campus:
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To the extent possible, all school staff & participating DLE students should follow the LOD (Specials: library, music, labs, PE, computer)
§ 
Establish the LOD Helper of the Week!
§ 
Five Vocabulary Development Activities in the LOD:
1.  Routines in LOD (greetings, calendar, daily news, pledge, clean-­‐‑up, line-­‐‑up, hallway, lunch)
2.  Journal Writing in LOD
3.  Read-­‐‑Alouds in LOD (when conducted outside of LA)
4.  D. E. A. R. Time in LOD
5.  Read the Room in LOD: (Classroom Labels, Student Generated Alphabets, Word Walls)
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High
Medium
Medium
Low
Bilingual Pair #2
Bilingual Pair #1
Use of Bilingual Pairs for Instruction
[ Bilingual Pair #1 is "Paired Up" with Bilingual Pair #2 ]
No More Worksheets!
Teacher Does Not Answer Questions During Bilingual Pairs Learning
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Institute. All Rights Reserved.