Hispanic Association of Colleges and Universities Phoenix, 2005
Analyze the need for Accelerated Dual Language education
Discuss the characteristics of the Accelerated Dual Language model
Share the experience of the implementation & assessment of the Accelerated Dual Language model
Present services and opportunities to establish Accelerated Dual Language programs
2005 HACU A Dual-Language Model for Higher Education
1. A Dual-Language Model for Higher Education
Hispanic Association of Colleges and Universities
Phoenix, 2005
Dr. Carmen L. Lamboy
Prof. Luis Zayas
Dr. Luis Burgos
Sistema Universitario Ana G. Mendez
2. Objectives
• Analyze the need for Accelerated Dual Language
education
• Discuss the characteristics of the Accelerated Dual
Language model
• Share the experience of the implementation &
assessment of the Accelerated Dual Language model
• Present services and opportunities to establish
Accelerated Dual Language programs
3. Who we are
Ana G. Méndez University System
School for Professional Studies
Accelerated Learning Program
Dual Language Accelerated Learning
5. • 58% increase in the Latino population in the
United States (1990-2000)
– Largest and fastest growing minority group
– 20% of the US population will be Latino by 2020
Why is Accelerated Dual
Language Education Important?
US Bureau of the Census, 2000
6. Why is Accelerated Dual
Language Education Important?
• Purchasing power of Latinos has reached
$700,000 million (US Hispanic Chamber of
Commerce)
• Globalization and international trade
– Free trade agreements between the United
States and Latin America (México, Chile,
Central America, Dominican Republic)
7. Why is Accelerated Dual
Language Education Important?
• Educated bilingual professionals have
more and better employment opportunities
– Florida study indicates that they make an
average of $7,000 more annually
Creating Florida's Multilingual, Global Workforce, 2000
UF, UM & FLDOE
8. Why is Accelerated Dual
Language Education Important?
• Latinos represent 15% of the US
population-
–Only 10% of university students
US Bureau of the Census, 2000
9. Why is Accelerated Dual Language
Education Important?
• Latino adults have significantly lower university
level attainment.
46.4
60.3
10.6
28.1
0
10
20
30
40
50
60
70
High School,
Some College
Bachelors or
Higher
Latinos
Non- Latino
US Bureau of the Census, 2000
10. Why is Accelerated Dual
Language Education Important?
• Latino mastery of the English language
affects access to higher education
– 18% of US population speak a language other
than English at home
• 60% of them speak Spanish
– 85% of Latinos speak Spanish at home
– 14 million Latinos report that they do not
speak English “very well” (49%)
US Bureau of the Census, 2000
11. Why is Accelerated Dual
Language Education Important?
• Financing higher education becomes an
access issue for Latino adults
– Lower income forces adults to work full time
– Those who study must do so part time
• 51% of Latinos are part time university students
compared to 45% of non-Latinos*
*Institute for Higher Education Policy, 2005
12. Why is Accelerated Dual
Language Education Important?
• Conclusion
– In order to increase access of Latino adults to
higher education we need alternative
programs that will allow for:
• Enhancing English skills
• Flexible scheduling to combine work, study and
personal responsibilities
15. Accelerated vs Traditional
Traditional
3 Sessions
1st
Semester
16 1616
2nd
Semester Summer
Aug AugMayMayJanDec
Weeks Weeks Weeks
Accelerated
9 Sessions
5 55 555 55 5
Weeks Weeks Weeks
Aug Dec Jan May May Aug
Classes meet once a week for 4 hours
16. Accelerated
•9 enrollment opportunities
•Students concentrate on two classes at a time
•Students can take up to 18 credits per semester
•Scheduling flexibility during the semester
Traditional
•3 enrollment opportunities
•Students must work with 6 courses at once
•18 credits requires daily attendance
•Cannot stop-out during the semester
Accelerated vs Traditional
17. Modules - Study Guides
• All registered students have access to
their class module
• The module serves as a study guide which
allows facilitators and students to plan and
make better use of their time
• Include course objectives, expectations,
activities and assignments
18. Recognition of Prior Learning
No time limitation on transfer of
credits
Except courses with high technology or
psychomotor skills
Recognition of studies in foreign
countries (credits and degrees)
Credit for Prior Learning
Credit by exam
Portfolios
21. Why Dual Language and not
Transitional?
• Cultural alienation and uncertainty often
result in transitional programs. (Valdes,
n.d.).
• Additive models develop social and
academic language. (Krashen, 1991;
Sosa, 1993; Genesee, 1987; Harley, et al.,
1990).
22. Why Dual Language and not
Transitional?
• Dual Language Programs are effective in
developing academic competence in all of
the students.
• Additive programs demonstrate academic
progress and fluency in both languages.
(Lindholm and Gavlek, 1994)
23. Why Dual Language and not
Transitional?
• Dual language characteristics
complements Adult Learning Principles
– curriculum is content based
– effective language learning is tied to real-life
goals
– includes experiential or hands-on activities
– spirit of collaboration and peer interaction
25. Our Mission - Our Model
Professional
Proficiency
Fluency
•Social
•Personal
Use of both languages and both cultures
for professional proficiency.
L2L1
26. Definition
• A Dual Language
Professional is one
who demonstrates
professional
competencies,
confidently, in their field
of study in Spanish and
English.
33. Conceptual Skills #1 Generate ideas
A DLP will generate
ideas in order to
solve problems
effectively
After analyzing two
classroom situations- one in
English and one in
Spanish- the students will
develop strategies and action
plans in the corresponding language
MA ESOL – Generate Ideas
35. 1. Development of both languages
through coursework
• Undergraduate requirements of 12 credits both languages
• Four-level language development sequence:
– Immersion (Non-credit): little or no language skills
– Developmental (Credit, not required): language skills not at college
level
– First year (Credit, required): first year college requirement
– Second year (Credit, required): reading and writing skills needed by
the dual language professional
36. English:
Accuplacer (College Board): selection of items
targeted to model’s language curriculum
2. Placement testing - Computerized testing
for immediate grading and data collection
37. 2. Spanish: SUAGM Placement test for native speakers
S-CAPE for Spanish as a Second Language Speakers
38. 3. Use of both languages in all
content courses
• Strictly follow 50/50 formula
• Modules
– Specify language to be used in each workshop,
assignments and evaluations
– General information in both languages
– Workshops in the language that will be used in
that workshop
39. 3. Use of both languages in all
content courses
• Faculty MUST use Monolingual Delivery
• “Sheltered environment” for students
– May ask questions in language of choice but will
get answers in workshop language
– Assignments and evaluations MUST be in the
language specified
40. 4. Computerized language lab for
skill development
• Open lab for language and basic skills
development
• Faculty may arrange to bring their classes
• Exercises developed in-house complemented
by other software
41. 5. Bilingual faculty and staff
• Staff speaks, reads and writes both languages
• All faculty is bilingual, including those teaching
language courses
• Faculty and staff model a dual language
professional and provide “sheltered environment”
• Continuous Professional Development
47. Assessment Components
• Student Representative Meetings
• End of Course Evaluations
• External Peer Reviews
• Language Placement Testing and Post-testing
• Student Achievement of Program Objectives
(Midpoint and Capstone Courses)
• Continuous Assessment of Program Activities
(Evaluation of Staff and Faculty Development)
• Evaluation of Student Portfolios
48. Student Representative Meetings
• Three meetings held (one per part-of-term)
• Focus groups to gather student feedback
• Response to student feedback:
– Workshops offered in study skills and computers
– Library hours extended
– Tutorial services offered (English, Mathematics,
Spanish, and Accounting)
– Faculty development
– Others
56. Regis University
December 2004
• “The bilingual immersion model of MOUC is in
place with both the English and Spanish
languages in all curriculum and in-class
facilitation conducted by faculty and students.”
• “It is certain that MOUC will surely serve as a
model to other bilingual programs developed in
the future by institutions around the world, and
great diligence is being given to the collection,
measurement, and study of program model
data.”
57. Middle States
March 2005
• “The AHORA program is provided to students and at
Orlando there is an important Dual Language Program
for Adults that serves the need of the population and the
community that they serve. As is evident in Puerto Rico,
the Orlando branch has a dedicated, hard working
faculty and staff committed to the student body it serves.
The faculty and staff are qualified and bilingual and the
branch is headed by a strong, qualified administrative
team.”
58. Language Placement Testing
• 759 tests administered through ACCUPLACER
1st
. Year English 479 (63%)
Developmental I 96 (13%)
Developmental II 67 ( 9%)
Immersion 117 (15%)
• 652 tests administered through UT Placement
Test
1st
. Year Spanish 206 (32%)
Developmental I 446 (68%)
• 10 tests administered through S-CAPE
1st
. Year Spanish 10 (100%)
59. Student Achievement of Program
Objectives
(Midpoint and Capstone Courses)
• Faculty experts prepare assessment
instruments that measure achievement of
program objectives in both languages
• Instruments will be administered to
students and program mid-point and
capstone courses
• Pilot in three program mid-points in 2006
62. What is AGMUS Ventures?
• Joint venture of Ana G. Méndez University System
(Puerto Rico) and Regis University (Colorado)
• AGMUS Ventures created to develop educational
services and products with four key characteristics:
– Accelerated
– Bilingual
– Adult focused
– Targeted to Latino markets: Latino-US and Latin America
63. Services and products
• Develop new sites for implementation of dual language
education model
• Provide administrative services for institutions wanting to
develop this model at their sites
• Offer licensing and consulting agreements for model
implementation: feasibility studies, marketing, staff and
faculty development, others
• Develop materials needed for implementation of the model
64. Contact Info
Carmen Lamboy, lamboy@suagm.edu
Luis Zayas, ue_lzayas@suagm.edu
Luis Burgos, lburgos@suagm.edu
Metro Orlando University Center
(407) 207-3363
5601 S. Semoran Blvd.
Orlando, FL 32822