This document discusses a proposed bilingual education model for higher education. It provides background on why such a model is needed, including input from corporations seeking bilingual employees and focus groups with students. The proposed model involves dual language instruction across all content areas, placement testing to ensure students are in the appropriate language level, a computer lab for language skill development, and bilingual faculty and staff. An example implementation of the model in Orlando is described, along with enrollment and retention data. The summary concludes by outlining the mission and services of AGMUS Ventures, the organization developing this educational model.
2004 Speak English? ¿Habla Español? A Bilingual Model in Higher Education
1. Speak English? ¿Habla Español?Speak English? ¿Habla Español?
A Bilingual Model in HigherA Bilingual Model in Higher
EducationEducation
June 12, 2004
San Diego, California
5. The Corporate World
• Nine corporations were interviewed. These
corporations represented the following areas:
tourism/hospitality, health services, technology,
business administration, technology, and education.
– Strong recognition of the influential role of Hispanics in
the city.
– Focus on the Hispanic workforce was strongly
supported.
– English language deficiencies in areas of professional
training were holding back the advancement of many
Hispanics in their organizations.
6. The Students’ Perspective
• Four focus groups
– 24-49 age group
– attempted at least 24 college credits but did not
earn a college degree.
– Puerto Rican (2 groups)
– other Hispanic (1)
– non-Hispanic (1)
7. The Students’ Perspective
Outcomes:
• Language support in terms of bilingual
instructors.
• An exciting, innovative, dynamic approach, with
small groups
• Job relevance in terms of instructors who have
been in the field and curriculum that is applicable
to the job.
8. The Need in Florida
• Hispanics who are fluent in Spanish and English
earn significantly higher incomes and are less
likely to live in poverty than those that speak
English only.
• Difference averages $7,000.00 more per year than
their English-speaking counterparts.
• Corporations cannot find enough fully proficient
bilingual employees.
University of Florida, University of Miami, and
the Florida Department of Education joint
project shows:
9. Literature & Research
• What is bilingualism?
–Gifted?
–Poor – uneducated?
–Speaking two languages?
–Need to be mainstreamed ASAP?
10. Literature & Research
• A person who is close to two monolinguals in one
should be considered bilingual.
• Bilingualism is viewed as a human condition that
makes it possible for someone to function, at
some level, in more than one language. (Valdes,
n.d., Rosenberg, 1996).
11. Literature & Research
• History
–Lau vs. Nichols (1973)
• Equal access to education
–Created two categories: Subtractive
and Additive Bilingual Models
12. Subtractive – Transitional
Bilingualism
• Subtractive Bilingualism:
– learning a second language interferes with the
learning of the first language.
– second language replaces the first language.
• Transitional- Instruction in the student's native
language along with intensive English (ESL)
instruction.
– Transitional bilingual programs view students who
have another language as a "problem"
(Westchester Institute for Human Services
Research, n.d., Stephens, n.d., Mora, Wink &
Wink, 2001).
13. Why not transitional?
• Against global community and market place.
• Workplace needs people with more language skills:
– influx of immigrants to the United States
– global economy has pushed corporations, industry and business
to seek outside markets (Westchester Institute for Human
Services Research, n.d.).
• Having more than one set of language skills gives a
person a competitive edge when seeking employment or
interacting in the global market. Being able to interact in a
multicultural society enriches one's life with purpose and
meaning.
14. Why not transitional?
• Cultural alienation and uncertainty often result
(Valdes, n.d.).
• Shoebottom (2001)
– “We should do everything we can to demonstrate to
non-native English students that their cultures and
languages are equally as valid and valued as the
Anglo-American culture and English language that
inevitably dominates . . . school life. Teachers and
departments should explore every possibility to
incorporate the different cultural backgrounds of . . .
students into their daily teaching and curricula.” (p. 1)
15. Additive Bilingualism
• Learning a second language does not interfere
with the learning of the first language.
• Both languages are developed.
• The second language may be learned either
during or after primary language development.
– Dual language bilingual education
• bilingual immersion
• two-way immersion
• dual language instruction
• developmental bilingual education.
16. Why Dual-Language?
• Dual language bilingual programs develop
social and academic language. (Krashen,
1991; Sosa, 1993; Genesee, 1987; Harley,
et al., 1990).
• Dual language bilingual programs are
effective in developing academic
competence in all of the students.
17. Research
• Lindholm and Gavlek (1994) found
that student achievement on several
standardized tests demonstrated
academic progress as well as
fluency in both languages.
18. Research
• Collier (1994) found that Hispanic
students in five urban districts with
dual language programs
experienced more long-term
educational gains than did students
in other transitional bilingual or ESL
programs.
19. Research
• Christian (1994) points out that
cross-cultural interaction in dual
language programs enhances the
acquisition of the second language
and builds a mutual respect among
the students.
20. Research
• curriculum in dual-language programs is content
based
• focuses on strong academic achievement in
both languages.
• most often include experiential or hands-on
activities, and peer interaction
• spirit of collaboration
21. Research
• Older adults studying a foreign language are
usually learning it for a specific purpose: to be
more effective professionally, to be able to
survive in an anticipated foreign situation, or
for other instrumental reasons (Knowles,
1980).
22. Research
• Adult learners need materials designed to
present structures and vocabulary that will be
of immediate use to them, in a context which
reflects the situations and functions they will
encounter when using the new language.
Materials and activities that do not incorporate
real life experiences will succeed with few
older learners. (Lieb, 1991)
23. Dual Language Discipline BasedDual Language Discipline Based
Immersion ModelImmersion Model
FIVE BASIC ELEMENTS
24. Development of both languages
through coursework
• All bachelors require 9 to 12 credits in English and 9 to 12 credits in
Spanish (1st and 2nd year college)
• Four-level language development sequence:
– Immersion (non-credit): for persons with little or no language skills
– Developmental (Credit, not graduation requirement): persons with language
skills not at college level
– First year (Credit, graduation requirement): equivalent to first year college
requirements
– Second year (Credit, graduation requirement): Emphasis on reading and
writing skills needed by bilingual professional
25. Placement testing of all applicants
• All tests are administered using computers for immediate
grading and data collection
• Continuous testing to fit demands of accelerated program
English:
– Accuplacer
(College Board): selection of items targeted to model’s language cu
• Spanish:
– SUAGM Placement test for native speakers
– S-CAPE for Spanish as a Second Language Speakers
26. Use of both languages in all content
courses
• Modules
– Specify language to be used in each workshop, assignments and evaluations
– Strictly follow 50/50 formula
– General information in both languages
– Workshops in the language that will be used in that workshop
• 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
27. Computerized language lab for skill
development
• Open language and basic skills development
computer lab for all students
• Faculty may arrange to bring their classes for
certain lab periods, as needed
• Exercises developed in-house complemented by othe
28. Bilingual faculty and staff
• All faculty must be bilingual, including those
teaching language courses
• English and Spanish exercises incorporated into
faculty assessment process
• Staff must speak, read and write both languages
• Faculty and staff model a bilingual professional
and provide “sheltered environment”
• Continuous Professional Development
33. Programs Offered - Masters
• Teaching of English as a Second Language
• Business Administration
– Management
– Human Resources
34. Retention Rates
• Universidad del Turabo – 84%
- undergraduate 83%
- graduate 84%
• Universidad Metropolitana – 68%
- undergraduate 65%
- graduate 80%
• Universidad del Este – 65.5%
• Metro Orlando University Center – 78%
- by institution and levels-
35. Academic Services
Faculty
• Certified Faculty
– Evaluated: 126
– Certified: 68 (54%)
– Evaluation workshops 4
• Academic Background
– Doctorates: 6
– MD: 3
– JD: 3
– Masters: 56
• Average Yrs. Of Professional
Experience 16
• Workshops:
- Professional Development 18
– Attendance 365
36. • 733 tests administered through ACCUPLACER
1st
. Year English 465 63%
Developmental I 107 15%
Developmental II 80 11%
Immersion 81 11%
• 660 Spanish tests administered through UT placement
test
Developmental 440 67%
1st
Year Spanish 220 33%
• 24 tests administered through S-CAPE
Developmental 3 12%
1st
. Year Spanish 21 88%
Placement: English and Spanish
Testing
37. Student Services Counseling
• Total students served 468
Academic counseling 189
Personal counseling 101
Enrollment issues 150
Harrinton O’shea Test 28
38. Student survey results
0
10
20
30
40
A B C D E
MODULES
0
20
40
60
A B C D E
RESOURCES
0
20
40
60
A B C D E
FACILITIES
0
20
40
60
80
A B C D E
SELF EV.
A – TOTALLY AGREE
B - AGREE
C – PARTIALLY AGREE
D - DISAGREE
E – TOTALLY DISAGREE
39. Student survey results-faculty (2004-01)
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50
100
A B C D E
CLASS MGT
0
20
40
60
80
A B C D E
PRESENTATION
0
50
100
A B C D E
INTERACTION
0
50
100
A B C D E
ACTIVITIES
A – TOTALLY AGREE
B - AGREE
C – PARTIALLY AGREE
D - DISAGREE
E – TOTALLY DISAGREE
0
20
40
60
80
A B C D E
EVALUATION
40. New Programs - September 2004
• 13 new programs for a total of 25
• Associate Degrees
– Web Design
– Paralegal
– Medical Secretary (Medical Billing and Coding)
– Engineering in Quality Control
– Banking Operations
41. New Programs - September 2004
• Bachelors
– Psychology
– Entrepreneurship
– Paralegal
– Secondary Education – Mathematics
• Masters
– Guidance and Counseling
– Computer Information Systems
– Criminal Justice
42. What is AGMUS Ventures?What is AGMUS Ventures?
WHO ARE WE?
WHAT DO WE DO?
43. What is AGMUS Ventures?
• Joining of resources and expertise of Ana G. Méndez
University System (AGMUS) and New Ventures of
Regis University
• Incorporates AGMUS and Regis missions, visions and
values
• AGMUS Ventures designed to develop educational
services and products with four key characteristics-
– Accelerated
– Bilingual
– Adult focused
– Targeted to Latino markets: Latino-US and Latin America
44. Our Mission
AGMUS Ventures is a corporation organized for the development
of accelerated bilingual –Spanish/English– adult higher
education programs, and for the delivery of those programs to
adult learners throughout the Americas.
This mission is accomplished by:
• Creating educational products and services designed to meet
the needs and expectations of the community and target
clientele.
• Facilitating access to quality higher education.
• Establishing educational facilities to serve specific markets.
• Developing strategic partnerships with other educational
entities.
45. Services and products
• Develop new sites for implementation of our bilingual
education model
• Administrative services for institutions wanting to
develop this model at their sites (SUAGM, Regis or
other institutions)
• Licensing and consulting agreements for adaptation
and implementation of the model: feasibility studies,
marketing, staff and faculty development, others
• Develop materials needed for implementation of the
model
46. A glimpse of who we are and what we do…A glimpse of who we are and what we do…
To produce Hispanic graduates who have truly comprehensive bilingual skills was seen as a real contribution to the workforce.
24-49 age group
who have attempted at least 24 college credits but did not earn a college degree. Groups were broken down by: Puerto Rican (2 groups), other Hispanic (1), and non-Hispanic (1). No indication of language competence in English or Spanish was specified, so based on their responses to other questions, the Hispanics' English may or may not have been fluent; the non-Hispanics probably did not know Spanish.
24-49 age group
who have attempted at least 24 college credits but did not earn a college degree. Groups were broken down by: Puerto Rican (2 groups), other Hispanic (1), and non-Hispanic (1). No indication of language competence in English or Spanish was specified, so based on their responses to other questions, the Hispanics' English may or may not have been fluent; the non-Hispanics probably did not know Spanish.
For some Spanish-speaking participants the lack of English competence had prevented them from succeeding academically in past attempts.
As to why they wanted to pursue a degree, some Hispanics had the experience that they had to prove (more so than non-Hispanics) that they were capable of doing a job. This may have to do with overcoming prejudiced attitudes, but it may have to do with their command of English, either in correctness or proper business use.
Teaching language preference: On the topic of a bilingual approach, the English-speaking group perceived some benefit related to the possibility of acquiring another language that could help in the work-place. The Spanish-speaking groups made a strong pitch for having teachers with bilingual capabilities.
A joint project of the University of Florida, the University of Miami and the Florida Department of Education, shows that Florida Hispanics who are fluent in Spanish and English earn significantly higher incomes and are less likely to live in poverty than those who speak only English.
It found that, for Hispanics, being bilingual offers advantages throughout the state, from the Panhandle to the Keys. In Miami, where the advantages were particularly pronounced, the study found that fully bilingual Hispanics earn nearly $7,000 per year more than their English-only counterparts.
The lack of public education in bilingualism means that corporations cannot find enough fully proficient bilingual employees. As a result, business organizations such as the Greater Miami Chamber of Commerce have recently launched work force initiatives to try to add to the supply of bilingual employees.
From this perspective bilingualism can measured in a continuum. Bilingual individuals may display varying proficiencies in comprehension and/or speaking depending on the area of experience in which they are called upon to utilize their two languages
guaranteed non-native English speaking students equal access to education through the Lau remedies, one of which was bilingual education, for school districts. Several programs were created and can be classified in one of two categories: Subtractive Bilingualism or Additive Bilingualism Programs.
Another reason why we selected this model….
These characteristics, creates a complementary relationship between the proposed two-way bilingual model and the research-based model for adult learning.
