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

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

4. The Need for Accelerated Dual Language Education

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

13. Characteristics of the Accelerated Dual Language Model

14. Accelerated
Adapted from Regis University Model
Basic Characteristics

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

19. Dual Language
Theoretical Background

20. Bilingualism
Additive
Bilingualism
Subtractive
Bilingualism
Dual Language
Immersion
Transitional
1st Model 2nd Model
Bilingual Alternatives

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

24. Our Model
Dual Language Discipline Based
Immersion Program

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.

27. Confidently

28. Conceptual InterpersonalCommunication
Professional Competencies
SKILLS
Language

29. Professional Competencies
Conceptual Skills:
1. Generate Ideas
2. Create Projects
3. Analyze/Interpret
Data
4. Critical Thinking
5. Synthesis

30. Professional Competencies
Language Skills:
1. Spelling & Grammar
2. Translates
3. Summarizes Information
4. Use of Varied
Vocabulary
5. Technical Jargon
6. Reads & Understands

31. Professional Competencies
Communication Skills:
1. Making Coherent
Presentations
(reports, proposals)
2. Support Opinions
3. Express Ideas
(hypothetical &
situational)

32. Professional Competencies
Interpersonal Skills
1. Team-work
2. Interpersonal
Interaction

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

34. Five Basic Elements

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

42. The Orlando Experience
Activities, Accomplishments and Lessons Learned

43. Metro Orlando University Center
(MOUC)
• Accelerated Dual Language studies for adults
– Associate Degrees (2)
– Bachelor Degrees (12)
– Masters Degrees(5)
• Enrollment growth
– 152 - Academic year 2003
– 626 – Academic year 2005

44. Student Profile
• Female (78%)
• Age: 25-29 yrs. (26%)
40 > (23%)
Average: 33 yrs. old
• Family Size: 2-3 members (52%)
• Single (57%)
• Family Income: $25,000> (68%)
Average: $47,629

45. Metro Orlando University Center
(MOUC)
• Faculty
– 121 Certified bilingual facilitators
– 80 certified as Module Preparation Specialists
– Professional Development 2003-2005:
• 42 sessions
• 828 attendees
• 301 bilingual modules

46. Assessment: A Research Model
for Program Effectiveness

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

49. End of Course Evaluations
2005

50. End-Of Course Evaluations
• Student Satisfaction Survey
• Completed every 5 weeks
• Scale:
– A Totally Agree
– B Agree
– C Partially Agree
– D Disagree
– F Totally Disagree
• Reported in percentages

51. 55
61
2526
12
8
4 3 4 2
0
10
20
30
40
50
60
70
A B C D F
MODULES
RESOURCES
Instructional Resources

52. 87
95 94
9
3
3
2 1 1 1 0 0
1 1 2
0
10
20
30
40
50
60
70
80
90
100
A B C D F
Class
Management
Group
Interactions
Student
Evaluation
Faculty and Classroom

53. 11
59
84
A
B
C
D
F
Facilities

54. 90
7
1 1 1
A
B
C
D
F
Self-Evaluation
Language Confidence

55. External Peer Reviews
Annual Review by Regis University Colleagues
Visits by Middle States Accreditation Teams

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

60. 32 Graduates – June 200532 Graduates – June 2005

61. What is AGMUS Ventures?
WHO ARE WE?
WHAT DO WE DO?

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