North
N
th Carolina
C
li Dual
D l Language:
L
Ongoing Research Findings
Helga Fasciano
Section Chief
North Carolina Department of Public Instruction
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
Dual Language Programs
SERVES
STUDENTS
OF
GOAL
INCLUDES
HIGH LEVELS
OF
PROFICENCY
IN
IMMERSION
TRANSITIONAL
BILINGUAL
EDUCATION
MAJORITY
LANGUAGE
BACKGROUNDS
MINORITY
LANGUAGE
BACKGROUNDS
NEW LANGUAGE &
HOME LANGUAGE
NEW
LANGUAGE
DEVELOPMENTAL
BILINGUAL
EDCUATION
TWO-WAY
IMMERSION
MINORITY
LANGUAGE
BACKGROUNDS
MAJORITY &
MINORITY
LANGUAGE
BACKGROUNDS
NEW
LANGUAGE &
HOME
LANGUAGE
NEW
LANGUAGE &
HOME
LANGUAGE
USE OF HOME
LANGUAGE
GRADUALLY
INCREASED
GRADUALLY
DECREASED
USE OF
ENGLISH
GRADUALLY
INCREASED
TYPE OF
BILINGUALISM
ADDITIVE
SUBTRACTIVE
ADDITIVE
USE OF
ENGLISH
GRADUALLY
INCREASED
ADDITIVE
Foreign
g Language
g g
Assistance Program (FLAP) Grant
• Goal
G l 1:
1 K
K-5
5D
Duall L
Language St
Standards
d d
• Goal 2: Teacher Training
• Goal 3: Teacher Licensure
Goal 1: DL Standards
• Focus on developing language through content
– Guide teachers on expected language production
outcomes grade by grade
– Accompany the content North Carolina Standard
C
Courses
off Study
St d to
t identify
id tif the
th language
l
needed
d d
for access to the content
–S
Serve as a planning
l
i guide
id ffor co-teaching
t
hi
language and content
The Process
• Focus on:
– language (other than English) acquisition
– variety of languages and program models
– articulation K-5
– Used Standard Course of Study :
• English Language Arts
• Social Studies
• English Language Development
• Second Language
g g
Goal 2: Professional Development
• S
Summer 2006 - Developing language through content;
culture, classroom management
• Summer 2007 - Two Way Immersion Observation
Protocol (TWIOP) based on SIOP from the Center for
Applied Linguistics
• Summer 2008 - Collaboration with East Carolina
University in developing a model for ongoing summer
institutes (beginning and advanced)
Goal 3: Teacher Licensure
• Teacher Standards for Licensure
– Hybrid of existing teacher standards from:
• El
Elementary
t
L
Level;
l ESL (E
(English
li h as a S
Second
d
Language); Second (Foreign) Language
– Developed by team representing
• Public & private university teacher education
• Principals from existing dual language programs
program
g
coordinators
• District-level p
NC Dual Language Conference
April 22-23,
22 23, 2008, in Charlotte, NC
• Collaboration with NCIW initiative
• Aimed at administrators
• Novice and veteran strands
Future Ideas for Conference or Workshop
• Even years: 2-3 day conference with specific strands
and school site visits
isits :Odd
Odd years:
ears 1 da
day, hands
hands-on
on
workshop for teachers and administrators
North Carolina ACRE
NC's Accountability and Curriculum Reform Effort (ACRE) was the state's comprehensive initiative to redefine: •
•
•
entire K‐12 Standard Course of Study student testing program, and school accountability model. 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
Guidance
and
dT
Technical
h i lS
Subjects
bj t
Healthful Living
Mathematics
*Information and Technology
Science
Social Studies
W ld L
World
Languages
* Common Core Literacy Standards, English Language Development, Guidance, and Information & Technology
Essential Standards are delivered through ALL content areas.
NC 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 II - II
Logographic
Visual
Proficiency Outcome Expectations
for
Dual Language Immersion
Programs
ACTFL Proficiency
P fi i
Levels
L
l
Superior-DistinguishedNative
Advanced
I t
Intermediate
di t
Novice
Advanced – Paragraph Level
Narrate and describe in past, present and future and
deal effectively with an unanticipated complication
Intermediate – Sentence Level
Create with language, initiate, maintain and bring to a close
simple conversations by asking and responding to simple
questions
ti
Novice – Word Level
C
i
i i ll with
i h fformulaic
l i and
d rote utterances,
Communicate
minimally
lists and phrases
ACTFL Proficiency Levels
Advanced
(Storyteller)
Intermediate
(S
i
)
(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)
I t
Interpretive
ti
End of 2nd grade
End of 12th grade
End of 8th grade
Presentational
End of
2nd
(Mid – High sublevels)
grade
End of 12th grade
Building Proficiency to be Globally
Competitive
p
for Work
When does a
Future-Ready
y student
develop a level of proficiency
to use in the
global marketplace?
Thomas and Collier Study
• Title III requirement
q
to implement
p
research based
practices and programs
• Longitudinal Study
– 2008 through 2012
– Two-Way Immersion Programs
– Focus on Ells
– Disaggregate data for other student subgroups
NC LEAs in Thomas and Collier Study
Ch l tt /M kl b
Charlotte/Mecklenburg
C
County
t S
Schools
h l
Chapel Hill/Carrboro City Schools
Chatham County Schools
Durham Public Schools
Greene County Schools
J h t County
Johnston
C
t Schools
S h l
Winston-Salem/Forsyth County Schools
Thomas and Collier Study
• Chapter 5 devoted to North
Carolina Study
• R
Results
lt ffrom 2008 and
d
2009 analyses
• ISBN: 978-0-9843169-1-5
22
Whites Math
Thomas and Collier Study Next Steps
• 2010 Data Analyses in late Spring
• 2011 and 2012 Analyses
• Establish protocol and procedures for NCDPI to
apply study analyses on future years
• Expand the protocol to include other DLI models
Questions?
Curriculum & Instruction K-12 Program Areas
Helga
g Fasciano
Section Chief of K-12 Program Areas
Helga.Fasciano@dpi.nc.gov
919-807-3864
Ann Marie Gunter
World Language Consultant
Ann Gunter@dpi nc gov
Ann.Gunter@dpi.nc.gov
919-807-3865
Nadja Trez
Titl III/ESL Consultant
Title
C
lt t
Nadja.Trez@dpi.nc.gov
919-807-3866
• http://wlnces.ncdpi.
wikispaces net
wikispaces.net
• http://eslnces.ncdpi.
p
p
wikispaces.net
Resources for the North Carolina World Language Essential Standards
Dual & Heritage Languages: Dual Language/Immersion Programs
The World Language Essential Standards can be downloaded from the following locations:
NCDPI World Languages website from the Curriculum & Instruction pages for Essential Standards
(http://seclang.ncwiseowl.org/curriculum___instruction/essential_standards/)
NCDPI WLES wiki from the World Language Essential Standards page
(http://wlnces.ncdpi.wikispaces.net/World+Language+Essential+Standards)
The NC Essential Standards page (http://www.ncpublicschools.org/acre/standards/new-standards/)
Introduction to Dual & Heritage Language Programs – Dual Language/Immersion Programs
The focus of dual language/immersion programs is to help students become proficient in a target language, in addition
to English. These students master subject content from other disciplines, using the target language or both languages.
Research shows:
• All students develop high levels of proficiency in the target language and English.
• Academic performance of students is at or above grade level.
• Students demonstrate positive cross-cultural attitudes and behaviors.
Four different models of dual language/immersion programs exist in North Carolina for students to become bilingual,
biliterate, and bicultural. Specific program models vary, based on how instruction is scheduled between the target
language and English, with varying levels of proficiency upon completion of the program(s):
Two-Way programs group native speakers of English with native speakers of the target language. The mix is
approximately 50% of each group. Content is delivered in the target language and in English.
Full Immersion programs primarily serve native speakers of English in an environment where the target language is used
exclusively. Content is delivered in the target language. English Language Arts is typically introduced around grade 2.
Partial Immersion programs primarily serve native speakers of English in an environment where the target language is
used for some portion of the day. Content is delivered in the target language and in English.
Developmental Bilingual programs are designed to help non-English speakers learn English, as well as to maintain and
improve their native or heritage language skills. Content is delivered in English and in the heritage language.
Please go to http://seclang.ncwiseowl.org/resources/dual_language__immersion_programs/ for more information about these models.
The World Language Essential Standards wiki homepage is at http://wlnces.ncdpi.wikispaces.net/ and contains
professional development resources used starting with the 2011 Summer Institutes and continuing to the present, as
well as materials developed for use locally. In addition, online resources, a research bibliography, and webinar
information and archives are also posted on the wiki site for your use and adaptation.
For more information about the World Language Essential Standards or K-12 World Language education, see the
NCDPI World Languages website at http://seclang.ncwiseowl.org/
and/or contact:
Helga Fasciano, Section Chief, K-12 Programs, helga.fasciano@dpi.nc.gov or 919-807-3864
Ann Marie Gunter, World Language Consultant, ann.gunter@dpi.nc.gov or 919-807-3865
Nadja Trez, Title III/ESL Consultant, nadja.trez@dpi.nc.gov or 919-807-3861
Proficiency expectations are presented as ranges to accommodate the different models of dual language/immersion
programs and the varying amounts of time spent learning content in the target language. Proficiency would be assessed
at the end of each gradespan.
Dual Language/Immersion Exit Proficiency Expectations for Alphabetic Languages,
such as Cherokee, French, German, Greek, Spanish, etc.
Gradespan and 
K-2 →
3-5 →
6-8 →
Exit level for
nd
th
2
grade
5
grade
8th grade
assessment
MODE & Skill
INTERPRETIVE
Novice High
Intermediate
Intermediate
Listening
Low-Mid
Mid-High
INTERPRETIVE
Novice High
Intermediate
Intermediate
Reading
Low-Mid
Mid-High
INTERPERSONAL
Novice High
Intermediate
Intermediate
Person-to-Person
Low-Mid
Mid-High
PRESENTATIONAL
Novice Mid
Intermediate
Intermediate
Speaking
Low-Mid
Mid-High
PRESENTATIONAL
Novice Mid
Intermediate
Intermediate
Writing
Low-Mid
Mid-High
9-12 →
12th grade
Advanced
Low-Mid
Advanced
Low-Mid
Intermediate HighAdvanced Mid
Advanced
Low-Mid
Advanced
Low-Mid
Dual Language/Immersion Exit Proficiency Expectations for Logographic Languages,
such as Mandarin Chinese, Japanese, etc.
Gradespan and 
K-2 →
3-5 →
6-8 →
9-12 →
Exit level for
nd
th
th
2 grade
5 grade
8 grade
12th grade
assessment
MODE & Skill
INTERPRETIVE
Novice High
Intermediate
Intermediate
Advanced
Listening
Low-Mid
Mid-High
Low- Mid
INTERPRETIVE
Novice Mid
Novice HighIntermediate
Intermediate HighReading
Intermediate Low
Low-Mid
Advanced Low
INTERPERSONAL
Novice High
Intermediate
Intermediate
Intermediate HighPerson-to-Person
Low-Mid
Mid-High
Advanced Low
PRESENTATIONAL Novice High
Intermediate
Intermediate
Advanced
Speaking
Low-Mid
Mid-High
Low-Mid
PRESENTATIONAL Novice Mid
Novice HighIntermediate
Intermediate HighWriting
Intermediate Low
Low-Mid
Advanced Low
Setting student outcome, or exit proficiency expectations, for each program was a demanding, but highly engaging task.
The most current research from academic journals and reports, national conferences, government and non-profit
publications, and books was synthesized with feedback from renowned experts and, literally, hundreds of experienced
North Carolina K-12 language educators to draft, review, revise, and finalize the proficiency expectations. Here is a
sampling of the sources that informed this work:
2009 ACTFL Convention & World Languages Expo presentations
• Dai, D. (2009, November 21). Vocabulary Level and Quantity for Language Proficiency. San Diego, CA: 2009
ACTFL Convention.
• Forrest, L. (2009, November 22). Proficiency-Oriented Programs: How Much Proficiency? How Many Years? San
Diego, CA: 2009 ACTFL Convention.
• Fortune, T. & Tedick, D. (2009, November 21). Oral Proficiency Development of K-8 Spanish Immersion Students.
San Diego, CA: 2009 ACTFL Convention.
Publications
• Avant Assessment. (2009). STAMP Data National Averages 2008 (2007-2008). Retrieved from
http://www.avantassessment.com/resources/doc/stamp_natlavgs2008.pdf
• Avant Assessment. (2010). STAMP Data National Averages 2009 (2008-2009). Retrieved from
http://www.avantassessment.com/resources/doc/STAMPdata_NatlAvgs_2009.pdf
• Center for Applied Linguistics. (2009). Building the Foreign Language Capacity We Need: Toward a
Comprehensive Strategy for a National Language Framework.Washington, DC: Jackson, F. & Malone, M.
• Curtain, H. & Dahlberg, C. (2010). Languages and Children: Making the Match: New Languages for Young
Learners, Grades K-8. (4th ed.). Boston, MA: Allyn & Bacon.
Professors/Researchers in North Carolina
 Dr. Yin Han, Queens University
 Dr. Audrey Heining-Boynton, UNC Chapel Hill
 Dr. Fran Hoch, retired from NCDPI
 Dr. Beverly Moser, Appalachian State University
 Dr. Mary Pendergraft, Wake Forest University
 Dr. Cathy Pons, UNC Asheville
 Dr. Mary Lynn Redmond, Wake Forest University
 Dr. Robert Reimer, UNC Charlotte
 Dr. Susan Shelmerdine, UNC Greensboro
 Dr. Sandra Watts, UNC Charlotte
Professors/Researchers in Other States & Organizations
 Dr. Glenna Ashton, Valdosta State University
 Dr. Carol Ann Dahlberg, Concordia College
 Dr. Carl Falsgraf, Center for Applied Second Language
Studies (CASLS)
 Dr. Terri Hammatt, Louisiana Department of Education
 Dr. Meg Malone, Center for Applied Linguistics (CAL)
 Dr. Myriam Met, retired from the National Foreign
Language Center
 Dr. Aleidine Moeller, University of Nebraska - Lincoln
 Dr. Nancy Rhodes, Center for Applied Linguistics (CAL)
 Dr. Shuhan Wang, National Foreign Language Center
 Dr. Jason Zinza, University of Maryland-College Park
Thus, the program proficiency expectations were compiled based on the best information available at this time in order
to establish measurable student outcomes. Using multiple measures of proficiency within a comprehensive, balanced
assessment system, students, teachers, administrators, parents, and other stakeholders can use this information to
show annual student progress in world language programs. However, as the World Language Essential Standards are
implemented and program outcome data is collected, the proficiency expectations may need to be adjusted in future
revisions.
Resources for the North Carolina World Language Essential Standards
Dual & Heritage Languages: Dual Language/Immersion Programs
The Instructional Toolkit is designed to help teachers pattern their instruction and classroom student assessments to the
state's newly adopted curriculum. Please use these Instructional Support Tools in conjunction with state- and districtlevel professional development to make the transition to the new standards in your classrooms.
The World Language Essential Standards Crosswalk compares the former North Carolina K-12 Second Language
Standard Course of Study to the new World Language Essential Standards.
There are 5 Unpacking Standards documents which include:
Unpacked Content for Classical Language Programs
Unpacked Content for Dual & Heritage Language Programs: Dual Language/Immersion
Unpacked Content for Dual & Heritage Language Programs: Heritage Language
Unpacked Content for Modern Language Programs: FLES/Early Start and Middle School
Unpacked Content for Modern Language Programs: High School Credit Courses Levels I-VIII
There are 8 Graphic Organizers (by proficiency level with various themes):
http://wlnces.ncdpi.wikispaces.net/Graphic+Organizers
Novice Low – Greetings
Intermediate Low – Travel
Advanced Low – Current Events in the Media
Novice Mid – Technology Intermediate Mid – Literature
Advanced Mid - Family
Novice High - Family
Intermediate High – Family
There are many Assessment Examples (AEs) by proficiency level:
http://wlnces.ncdpi.wikispaces.net/AEs+for+World+Languages and these will be revised and expanded throughout the
2012 – 2013 school year and beyond.
The Instructional Toolkit documents are available online:
NCDPI World Languages website from the Curriculum & Instruction pages for Essential Standards
Instructional Support Tools
(http://seclang.ncwiseowl.org/curriculum___instruction/essential_standards/instructional_support_tools/)
The NC Essential Standards Instructional Support Tools page
(http://www.ncpublicschools.org/acre/standards/support-tools/)
NCDPI WLES wiki with the World Language Essential Standards Instructional Toolkit information with
individual pages for each Instructional Toolkit component
(http://wlnces.ncdpi.wikispaces.net/NCSCS+%26+Instructional+Tools)
For more information about the World Language Essential Standards or K-12 World Language education, see the
NCDPI World Languages website at http://seclang.ncwiseowl.org/
and/or contact:
Helga Fasciano, Section Chief, K-12 Programs, helga.fasciano@dpi.nc.gov or 919-807-3864
Ann Marie Gunter, World Language Consultant, ann.gunter@dpi.nc.gov or 919-807-3865
Nadja Trez, Title III/ESL Consultant, nadja.trez@dpi.nc.gov or 919-807-3861
Building Proficiency Levels Needed to be Globally Competitive for Work
Proficiency Levels & Sublevels
Functions
Corresponding Jobs/Professions
Who has this level of proficiency?
(identified by Career Clusters™)
Superior
Advanced
Advanced High
Advanced Mid
The Storyteller
Intermediate
The Survivor
Discuss topics
extensively, support
opinions and
hypothesize. Deal with
a linguistically
unfamiliar situation
Advanced Low
Law, Public Safety, Corrections & Security: Lawyers, Judges
Narrate and describe in
past, present and future
Health Science: Doctors
and deal effectively
Human Services: Social Workers
with an unanticipated
Marketing: Sales Representatives
complication
Education & Training: K-12 Teachers
Human Services: Customer Service Representatives
Law, Public Safety, Corrections & Security: Police Officers
Human Services: Receptionists
Information Technology: Telephone Operators
Transportation, Distribution & Logistics: Aviation
Personnel
Intermediate High
Create with language,
initiate, maintain and
bring to a close simple
conversations by asking
Hospitality & Tourism: Tour Guides
and responding to
Intermediate Mid
Human Services: Cashiers
simple questions
Novice High
Novice Mid
The Parrot
Human Services: Interpreters
Education & Training: University Language Professors
Intermediate Low
Novice
Finance: Accountant Executives, Financial Advisors
Communicate minimally
with formulaic and rote
utterances, lists and
phrases
Educated native speakers
Students from abroad after a number of years
working in a professional environment
Students with graduate degrees in language
Native speakers who learned language in the
home environment
Secondary students after Levels VII or VIII or
after Level VI (Classical reading skills)
((alphabetic)
Graduates
with language degrees who have
lived in target language- speaking countries
Secondary students after Level VI (alphabetic)
Graduates with language degrees who have not
lived in target language-speaking countries
Secondary students after Level V (alphabetic) or
Level VI (logographic, visual)
th
Middle school students after 8 grade in DLI
Secondary students after Level IV (alphabetic) or
after Level III (Classical reading skills)
th
Elementary students after 5 grade in DLI
Secondary students after Level III (alphabetic) or
Level IV (logographic, visual)
K-8 students after 5-6 years of study
Secondary students after Level II (alphabetic,
visual) or Level III (logographic) or after Level I
(Classical reading skills)
nd
Elementary students after 2 grade in DLI
Secondary students after Level II (logographic)
K-8 students after 2 – 3 years of study
Novice Low
Adapted from the paper La Enseñanza de Español y Otras Lenguas Extranjeras en los Estados Unidos: Cantidad y Calidad (The Teaching of Spanish and Other Foreign Languages in the United States: Quantity and
Quality ) presented at the II Congreso de la Lengua Española in Valladolid, Spain, October 18, 2001 by Dr. Elvira Swender of the American Council on the Teaching of Foreign Languages (ACTFL)
Assessment Examples (AEs)
This is an example AE showing how the same topic can be expressed as an AE in the various language programs from the North Carolina World Language
Essential Standards (NCWLES).
Essential Standard #3: Use the language to present information to an audience.
IL.CLL.3.2. Use the language to act out and summarize poetry, lyrics, prose, and other literature from the target culture.
3 North Carolina World Language Essential Standards Programs
1. K-12 Classical Languages
2. K-12 Dual & Heritage Languages
3. K-12 Modern Languages
K-8 Beginning and Middle School programs
K-2 and 3-5 Dual Language/Immersion programs
K-5 FLES/Early Start programs
Students read an adapted passage and act out the
story with some dialogue and/or narration.
Elementary students in a dual language/immersion
program read a chapter book aloud as a class and
act out the story using a script.
Elementary students in a FLES program read a
children’s book aloud as a class and act out the
story.
Evaluate students’ recreation of the story,
incorporation of original dialogue for the
characters, and effective communication.
Evaluate students’ recreation of the story and
incorporation of some original dialogue for the
characters.
Levels II-III High School Credit Courses
Levels I-II Heritage Language programs
Levels II-V High School Credit Courses
Students read an adapted passage and act out the
story with some dialogue and/or narration.
Secondary students in a heritage language program
read poetry in the target language from the various
cultures represented in class, and then create
videos presenting the poetry in one of the following
formats: poetry reading, music video, or rap.
Secondary students study the lyrics of songs from
different genres: rock, country, rap, etc. and create
their own music videos of their favorite song.
Evaluate the accuracy of students’ pronunciation,
inflection, and recreation of the story from the
passage.
Evaluate the accuracy of students’ pronunciation,
inflection, and recreation of the story from the
passage.
Evaluate students’ presentations based on how
well:
• The main ideas from the original work are
communicated,
• Props and gestures support the meaning of
the text, and
• The oral component of the video is clear,
concise, and accurate in regards to
pronunciation, word choice, grammar, etc.
Evaluate students’ presentations based on how
well:
• The main ideas from the original work are
communicated,
• Props and gestures support the meaning of
the text, and
• The oral component of the video is clear,
concise, and accurate in regards to
pronunciation, word choice, grammar, etc.