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    Biliteracy and Bilingualism BLT meeting

    December 18, 2018

    Teaching hands-on best for target language (in 2000)

    Things have changed – many more programs around the country –

    Q? Should our program change?

    Research has shown intentional teaching of literacy in target language is essential

    Goal: biliteracy and bilingualism

    Presentation of data

    Balanced biliteracy program: how does that look in our school?

    Sequential Bilingual: Eng (first) - Jp/Sp (later)

    Simultaneous Bilingual: at the same time

    Non-negotiables: literacy instruction in both languages

    Sharing literacy instruction in both languages, not doubling

    Content Allocation

    Different models

    Proposed JSIS options

    1. 120 minutes of literacy/science/social studies in English

    60 minutes of math and 60 minutes of literacy in target language

    Question: Cultural Learning strength of our school currently. How would that look if social studies and sciences are taught only in English?

    Cultural competence?

    Still able to address cultural competence through literacy instruction in the target language.

    Question? Homework in Utah system? Is homework essential to achieve the equal development of both languages?

    1. Grade Band switching

    Social studies/science and math switch languages by grade band (could do by grade; not right now).

    1. Switching by writing and math unit

    Most popular plan across the country

    Question: other international schools in the district or just JSIS?

    1. Switch by trimester (report card depended)

    Would be neater when done by semester or quarter

    Advantage: All subjects in both languages in one year

    Disadvantage: lots of collaboration time necessary

    In many programs teachers are biliterate/bilingual. We have only one.

    Long term planning for more comprehensive program after starting with a less complex program to ease the transition.

    Costs increase with the more complex models.

    Discussion focused on all students having access to content in both languages (more complex models-trimester model).

    However other elements need to be considered: costs, materials, etc.

    Parents want to be part of the transition.