The North Carolina
Dual Language Story:
Ongoing Research Findings
2015 CCSA Conference
Today’s Agenda
• History of DLI in North Carolina
• DLI Language Proficiency Outcomes in
World Language Essential and English
Language Development Standards
• DLI Program Impact on Closing the
Achievement Gap for ALL Students
(Statewide Test Results from 2009)
History: Before 2005
Basic Education Program (1985)
– FLES for ≈ 60% of NC students
– Dual Language/Immersion (DLI) programs in 4 districts
Accountability and ABCs (mid 1990’s)
– FLES for < 20% of NC students
– Interest in DLI programs remains steady
History: 2005
• Dual Language Conference in January
• 7 dual language/immersion programs
• Result: Infrastructure needed
• Solution: FLAP grant
Foreign Language
Assistance Program (FLAP) Grant
• Goal 1: K-5 Dual Language Standards
• Goal 2: Teacher Training
• Goal 3: Teacher Licensure
Dual Language/Immersion Program
Models*
ONE-WAY
IMMERSION
(FULL & PARTIAL)
SERVES
STUDENTS
WHO ARE:
GOAL INCLUDES
HIGH LEVELS OF
PROFICENCY IN:
TYPE OF
BILINGUALISM:
DEVELOPMENTAL
BILINGUAL EDUCATION
TWO-WAY
IMMERSION
NATIVE ENGLISH
SPEAKERS
NATIVE TARGET
LANGUAGE**
SPEAKERS
NATIVE ENGLISH &
NATIVE TARGET
LANGUAGE** SPEAKERS
(Backgrounds)
TARGET LANGUAGE**
& ENGLISH
TARGET LANGUAGE** &
ENGLISH
TARGET LANGUAGE**
& ENGLISH
ADDITIVE
ADDITIVE
ADDITIVE
* DLI Program Models describe the students served.
**Target Language refers to the language other than English being used for academic content instruction.
Note: For students designated as Limited English Proficient (LEP), both the Language Instruction Educational Program
(LIEP) plan and the WIDA English Language Development Standards are applicable. The DLI program itself does not
supplant the LIEP services provided to English Language Learners (ELLs).
NC Dual Language Conference
April 22-23, 2008, in Charlotte
Collaboration with NCIW initiative
Aimed at administrators
Novice and veteran strands
North Carolina ACRE
NC’s Accountability and
Curriculum Reform Effort (ACRE)
was the state’s comprehensive
initiative to redefine:
– entire K-12 North Carolina
Standard Course of Study (SCS)
– student testing program
– school accountability model
North Carolina
State Board Of Education
Every public school student will
graduate ready for post
secondary education and work,
prepared to be a globally
engaged and productive citizen.
Standard Course of Study (SCS)
Common Core State Standards
North Carolina Essential Standards
English Language Arts
Arts Education
* Literacy Standards for
*English Language Development
History/Social Studies, Science,
*Guidance
and Technical Subjects
Healthful Living
Mathematics
*Information and Technology
Science
Social Studies
World Languages
* Common Core Literacy Standards, English Language Development, Guidance, and
Information & Technology Essential Standards are delivered through ALL content areas.
ELD & State Standards
ELD Standards
State Content Standards
Academic language
development
Academic achievement
Language-based
Content-based
Reflective of the varying
stages of second language
acquisition
Reflective of conceptual
development
Representative of social and
academic language contexts
Representative of the school’s
academic curriculum
WIDA Consortium
Intro to WIDA ELD Standards
11
North Carolina
World Language Essential Standards
K-12
Classical
Languages
Ancient
Greek, Latin,
etc., along
with classical
studies
Statewide
implementation
began Fall 2012
K-12 Dual &
Heritage
Languages
K-12
Modern
Languages
Dual
Language/
Immersion
Programs
Alphabetic
Heritage
Language
Courses I-II
Logographic
Visual
North Carolina English Language
Development Standards
WIDA’s ELD Standards
Social &
Instructional
Language
Language of
Language
Arts
Language of
Mathematics
Language of
Science
Language of
Social
Studies
Academic Language
Standard 1
WIDA Consortium
Standard 2
Standard 3
Standard 4
Standard 5
Intro to WIDA ELD Standards
14
WIDA Performance Definitions – Listening and Reading Grades K-12
WIDA Performance Definitions – Speaking and Writing Grades K-12
Dual Language/Immersion Program
Models*
ONE-WAY
IMMERSION
(FULL & PARTIAL)
SERVES
STUDENTS
WHO ARE:
GOAL INCLUDES
HIGH LEVELS OF
PROFICENCY IN:
TYPE OF
BILINGUALISM:
DEVELOPMENTAL
BILINGUAL EDUCATION
TWO-WAY
IMMERSION
NATIVE ENGLISH
SPEAKERS
NATIVE TARGET
LANGUAGE**
SPEAKERS
NATIVE ENGLISH &
NATIVE TARGET
LANGUAGE** SPEAKERS
(Backgrounds)
TARGET LANGUAGE**
& ENGLISH
TARGET LANGUAGE** &
ENGLISH
TARGET LANGUAGE**
& ENGLISH
ADDITIVE
ADDITIVE
ADDITIVE
* DLI Program Models describe the students served.
**Target Language refers to the language other than English being used for academic content instruction.
Note: For students designated as Limited English Proficient (LEP), both the Language Instruction Educational Program
(LIEP) plan and the WIDA English Language Development Standards are applicable. The DLI program itself does not
supplant the LIEP services provided to English Language Learners (ELLs).
Variations of Language
Adapted from Zwiers (2008)
WIDA Consortium
Intro to WIDA ELD Standards
21
Genre/
Text Type
Register
Participants’
identities &
social roles
WIDA Consortium
Topic
Sociocultural
Context
Task/
Situation
Intro to WIDA ELD Standards
22
Proficiency Outcome
Expectations
for
Dual Language
Immersion Programs
ACTFL Proficiency Levels
Superior-Distinguished-Native
Advanced – Paragraph Level
Narrate and describe in past, present
and future and deal effectively with
an unanticipated complication
Advanced
Intermediate
Novice
Intermediate – Sentence Level
Create with language, initiate, maintain and
bring to a close simple conversations by
asking and responding to simple questions
Novice – Word Level
Communicate minimally with formulaic
and rote utterances, lists and phrases
Language Proficiency
Self-Assessment Grid
Activity:
Expectations by Language Type
1. Study the Proficiency
Outcome Expectations charts
2. Note the similarities and
differences between
alphabetic and logographic
languages
3. Be ready to share 1 finding
and the reason(s) behind it
ACTFL Proficiency Levels
Advanced
(Storyteller)
Intermediate
(Survivor)
Novice
(Parrot)
Proficiency Expectations
Dual & Heritage Languages: DLI
Alphabetic
Languages
Interpersonal
Novice
Intermediate
End of 2nd grade
Advanced
End of 12th grade
End of 5th grade
(Low – Mid sublevels)
Interpretive
End of 2nd grade
End of 12th grade
End of 8th grade
Presentational
End of
2nd
(Mid – High sublevels)
grade
End of 12th grade
Proficiency Expectations
Dual & Heritage Languages: DLI
Logographic
Languages
Novice
Intermediate
Advanced
Interpersonal
End of 2nd grade
End of 5th grade (IL-IM)
End of 8th grade (IM-IH)
End of 12th grade
Interpretive Listening
End of 2nd grade
End of 5th grade (IL-IM)
End of 8th grade (IM-IH)
End of 12th grade
(AL-AM)
Interpretive Reading
End of 2nd grade(NM) End of 5th grade (NH-IL) End of 12th grade(IH-AL)
End of 8th grade (IL-IM)
Presentational Speaking
End of 2nd grade
Presentational Writing
End of 5th grade (IL-IM)
End of 8th grade (IM-IH)
End of 12th grade
(AL-AM)
End of 2nd grade(NM) End of 5th grade (NH-IL) End of 12th grade(IH-AL)
End of 8th grade (IL-IM)
Building Proficiency to be
Globally Engaged for Work
When does a
globally-engaged
student develop a level
of proficiency
to use in the
global marketplace?
Activity:
Globally Competitive DLI Students
1. Examine the 2 columns on the
right side of the handout
2. Place DLI programs in the last
column based on outcomes
3. How would you share this
information with 1 group:
– School administrators
– Local school board
– Parent group
Thomas and Collier Study
• Title III requirement to implement research
based practices and programs
• Longitudinal Study
– 2008 through 2014
– Two-Way Immersion Programs
– Focus on English Language Learners (ELLs)
– Disaggregate data for other student subgroups
Thomas & Collier Study
NC LEAs
Charlotte/Mecklenburg County Schools
Chapel Hill/Carrboro City Schools
Chatham County Schools
Durham Public Schools
Greene County Schools
Johnston County Schools
Winston-Salem/Forsyth County Schools
Thomas & Collier Study
Chapter Five:
Astounding Effectiveness –
The North Carolina Story
• Background
• Implementation practices
• Results from 2008 & 2009
analyses
ISBN: 978-0-9843169-1-5
Race/Ethnicity of Students
in DL Programs vs. Not in DL
Watch for
the RED
English Language Learners
2009 EOG Results
Reading
Math
White Students
2009 EOG Results
Reading
Math
African American Students
2009 EOG Results
Reading
Math
Low SES Students
2009 EOG Results
Reading
Math
Thomas & Collier Study
Next Steps . . .
• 2010 Data Analyses available soon
• 7-year longitudinal study
• Establish protocol and procedures for NCDPI
to apply study analyses in future years
• Expand protocol to include other DLI models
DLI for North Carolina
• Communication
– Listservs
– Webinars
– http://ncdliprograms.ncdpi.wikispaces.net/
• SBE Task Force on Global Education Strategic Plan
– DLI Statewide Advisory Group
– Targeted Expansion of DLI Programs
– Teacher Supply & Professional Development
• http://www.ncpublicschools.org/curriculum/globaled/
Questions?
NCDPI DLI Team
Helga Fasciano
Special Assistant for Global Education
Helga.Fasciano@dpi.nc.gov
Christie Lynch Ebert
Section Chief of K-12 Programs
Christie.LynchEbert@dpi.nc.gov
Ann Marie Gunter
World Language Consultant
Ann.Gunter@dpi.nc.gov
Charlotte “Nadja” Trez
Title III/ESL Consultant
Nadja.Trez@dpi.nc.gov
Ivanna Mann Thrower Anderson
Title III/ESL Consultant
Ivanna.Thrower@dpi.nc.gov
Lindsey Fults
Title III/ESL Consultant
Lindsey.Fults@dpi.nc.gov
Michael Riles
Title III Data & Reporting Manager
Michael.Riles@dpi.nc.gov