UNIVERSIDAD DE SEVILLA
FACULTAD DE FILOLOGÍA
DEPARTAMENTO DE FILOLOGÍA INGLESA:
LENGUA INGLESA
Con en and Language Lea ning in P ima y
Schools: Ins uc ional S a egies and S uden s’
P og ess in Au al/O al P o iciency
Lynda F anco
Se illa, 2017
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TESIS DOCTORAL:
Con en and Language Lea ning in P ima y Schools:
Ins uc ional S a egies and S uden s’ P og ess in Au al/O al
P o iciency
Doc o ando: Lynda F anco
Di ec o es de esis: D . Manuel Padilla C uz (Uni e sidad de Se illa)
D a. Ma Ca men Fonseca Mo a (Uni e sidad de Huel a)
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ACKNOWLEDGMENTS
In ecogni ion o hei ha d wo k and pe sis ence, I since ely hank my
hesis ad iso s, D . Ma Ca men Fonseca Mo a and D . Manuel Padilla C uz
and my p e ious ad iso D . Jane A nold Mo gan. I app ecia e hei
diligen eading and sugges ing; encou agemen and eedback; and hei
guidance h ough he pape wo k and p ocesses. Thank you mos genuinely.
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TABLE OF CONTENTS
CHAPTER 1: BACKGROUND AND PURPOSE OF THIS STUDY ............................. 6
1.1 In oduc ion ............................................................................................................................................... 6
1.2 Bilingual Educa ion in Eu ope and Andalusia, Spain ................................................................... 8
1.2.1 The Need o Resea ch on CLIL in Andalusia, Spain .............................................................................. 10
1.3 Pu pose and Ra ionale o his S udy .............................................................................................. 15
1.4 S uc u e o his Disse a ion ............................................................................................................. 16
1.5 Summa y ................................................................................................................................................... 19
CHAPTER 2: THEORETICAL FRAMEWORK FOR BILILNGUAL
EDUCATION MODELS AND INSTRUCTIONAL STRATEGIES ............................. 21
2.1 In oduc ion ............................................................................................................................................. 21
2.2 Op ions o Bilingual P og am Design Models............................................................................. 23
2.2.1 T ansi ional Bilingual Educa ion .............................................................................................................. 27
2.2.2 Main enance Bilingual Educa ion ............................................................................................................ 28
2.2.3 En ichmen , Two-Way, Dual Language o De elopmen al Bilingual .................................................. 28
2.2.4 Imme sion (Canadian Model) ................................................................................................................... 30
2.2.5 Ou g ow hs o he Canadian Imme sion Model ..................................................................................... 31
2.2.6 An Addi ional Op ion: CLIL ...................................................................................................................... 32
2.3 The De elopmen o CLIL P og ams in Andalusia, Spain ........................................................ 37
2.4 Resea ch Suppo ing he E ec i eness o Bilingual Educa ion P og ams .......................... 41
2.4.1 CLIL S udies Called in o Ques ion ............................................................................................................ 41
2.4.2 Resea ch on CLIL and O he Bilingual Educa ion Models A ound he Wo ld .................................. 46
2.5 Expec a ions o Bilingual P og am Ou comes: Resea ch Findings ..................................... 49
2.5.1 Second Language Acquisi ion in Bilingual P og ams: Expec a ions and Resea ch Findings ........... 51
2.5.2 Expec a ions o Ra e o Second Language Acquisi ion in Bilingual P og ams: Resea ch Findings
................................................................................................................................................................................. 54
2.5.3 Expec a ions o Fi s Language Acquisi ion in Bilingual P og ams: Resea ch Findings ................ 57
2.5.4 Expec a ions o he De elopmen o Subjec Con en Knowledge in Bo h he Fi s and Second
Languages in Bilingual P og ams: Resea ch Findings .................................................................................... 63
2.6 Bilingual Educa ion Cu iculum ....................................................................................................... 66
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2.7 Requi ed Componen s o E ec i e Bilingual P og ams .......................................................... 68
2.7.1 Language ins uc ion componen s ............................................................................................................ 69
2.7.2 Clea Expec a ions o De ining Language “P o iciency” as a P og am Ou come ............................. 71
2.7.2.1 CEFR P o iciency Le els ..................................................................................................................... 72
2.7.2.2 P o iciency Le el Guidelines o he Young Lea ne ...................................................................... 72
2.7.2.3 The ELLOPA:
Ea ly Language Lis ening and O al P o iciency Assessmen
......................... 74
2.7.2.4 The SOLOM: S uden O al Language Obse a ion Ma ix ............................................................ 77
2.7.3 Pu pose ul De elopmen o Academic Language P o iciency in Bo h Fi s and Second Languages
................................................................................................................................................................................. 78
2.7.4 In e ac ion and Language Lea ning ......................................................................................................... 84
2.8 Theo e ical F amewo k Suppo ing E ec i e Teaching S a egies o P omo e Bilingual
Language Acquisi ion .................................................................................................................................. 89
2.8.1 High-Quali y Ins uc ional S a egies in Bilingual P og ams ............................................................... 90
2.8.2 Explici Language and Con en Objec i es.............................................................................................. 92
2.8.3 S anda ds and Basic P inciples o High-Quali y Ins uc ion in Second Language Lea ning ......... 94
2.8.3.1 Th ee basic p inciples ......................................................................................................................... 96
2.8.3.2 The SIOP: Shel e ed Ins uc ion Obse a ion P o ocol ............................................................... 101
2.8.4 E ec i e Teaching Beha io s in CLIL P og ams .................................................................................. 104
2.9 Chap e Summa y................................................................................................................................ 108
CHAPTER 3: QUALITY ANALYSIS OF CLIL LESSONS: AIMS, METHOD
AND RESULTS ............................................................................................................................... 110
3.1 In oduc ion ........................................................................................................................................... 110
3.2 Pa icipan s and P og ams S udied ............................................................................................... 112
3.2.1 Subjec s o he S udy ............................................................................................................................. 113
3.2.2 Schools, Class oom Ma e ials, and Resou ces ...................................................................................... 116
3.2.3 School #1 Alpha School ............................................................................................................................ 120
3.2.4 School #2 Be a School .............................................................................................................................. 122
3.2.5 School #3 Gamma School ........................................................................................................................ 123
3.2.6 School #4 Del a School ............................................................................................................................ 124
3.2.7 School #5 Epsilon School ......................................................................................................................... 125
3.3 The p og ams in he s udy ................................................................................................................ 126
3.4 The Assessmen Tools Used in This S udy ................................................................................... 127
3.4.1 ELLOPA ...................................................................................................................................................... 127
3.4.2 SIOP ............................................................................................................................................................ 129
3.4.3 The SOLOM ............................................................................................................................................... 129
3.5 SIOP and SOLOM Da a ...................................................................................................................... 130
3.5.1 O e all Mean SIOP Sco es ....................................................................................................................... 131
3.5.2 Yea s o P og am Implemen a ion and SIOP Sco es ........................................................................... 156
3.5.3 SIOP and SOLOM Sco es o Indi idual Teache s................................................................................. 162
3.5.4 SIOP Sco es by Subjec A ea ................................................................................................................... 163
3.5.5 Reliabili y and Validi y o SIOP Da a ..................................................................................................... 171
3.5.6 Summa y analysis o SIOP and SOLOM DATA: Making Connec ions ............................................ 171
3.6 ELLOPA Da a......................................................................................................................................... 178
3.6.1 ELLOPA Sco es.......................................................................................................................................... 178
3.6.2 O e all ELLOPA Ra ing Sco es ............................................................................................................... 181
3.6.3 ELLOPA Ra ing Sco es by P o iciency A eas ........................................................................................ 187
3.6.4 P e- and Pos -Tes ELLOPA Ra ing Sco es ........................................................................................... 189
3.6.5 ELLOPA Sco es and Numbe o Yea s in he P og am ........................................................................ 191
3.6.6 Reliabili y and Validi y o ELLOPA Ra ing Sco es ............................................................................... 196
3.6.7 Teache SIOP Sco es and S uden ELLOPA Ra ing Sco es: Making connec ions .......................... 197
3.7 Resul s o SIOP and ELLOPA Findings as Rela ed o Resea ch Ques ions ........................ 198
3.8 Addi ional Resea ch Findings and Summa y ............................................................................. 200
CHAPTER 4: INTERPRETATION AND SIGNIFICANCE OF PROJECT DATA
................................................................................................................................................................ 205
4.1 In e p e a ion o he SIOP and ELLOPA Da a ............................................................................. 205
4.2 Discussion o he Key Findings ....................................................................................................... 206
4.3 Signi icance o he Findings ............................................................................................................. 225
CHAPTER 5: CONCLUSION ................................................................................................... 228
5.1 Need o High Quali y T aining........................................................................................................ 228
5.2 Sugges ions o ollow-up s udies ................................................................................................... 235
5.3 Conclusion ............................................................................................................................................. 237
BIBLIOGRAPHY ........................................................................................................................... 242
APPENDIX ....................................................................................................................................... 277
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CHAPTER 1: BACKGROUND AND PURPOSE OF THIS STUDY
1.1 In oduc ion
De ined b oadly, bilingual educa ion can mean any use o wo languages in school
– by eache s o s uden s o bo h – o a a ie y o social and pedagogical pu poses
(Na ional Associa ion o Bilingual Educa ion, 2014). When bilingual p og ams a e
designed o p omo e lea ne s’ cogni i e g ow h and bilingual abili ies, his o ically, he
esul s ha e been posi i e, as shown in a numbe o la ge-scale esea ch p ojec s
designed o es he heo ies unde lying bilingual educa ion (Admi aal, Wes ho & de
Bo , 2006; Co allo & McDonald, 2002; Du che , 1995; Gale, McClay, Ch is ie & Ha is,
1981; Hü ne , 2010; Lasagabas e , 2008; Malhe be, 1978; Olle , Pea son & Cobo-
Lewis, 2012; Rami ez, 1991; Ruiz de Za obe, 2008, 2010; San Isid o, 2010; Sku nabb-
Kangas, 1979; Thomas & Collie , 2002, 2009; Vá ku i, 2010). I has, he e o e, been
shown ha bilingual educa ion is a iable and highly desi able o m o ins uc ional
deli e y wi h a a ie y o p og am models. S uden s gain a g ea many bene i s om
hese ypes o p og ams, om de eloping he abili y o exp ess hemsel es in wo
languages in bo h social and academic se ings o inc easing ole ance and openness o
people wi h o he languages and cul u es.
Indeed, esea che s in he ield ha e come o he conclusion ha , when
implemen ed based on solid ounda ions suppo ed by esea ch, bilingual educa ion is
so ho oughly p o en o be a sound s uc u e o educa ion ha u he esea ch no
longe needs o be unde aken o show he p og am’s e ec i eness, bu a he s udies
should ocus on iden i ying ounda ional ea u es ha make he p og am an e ec i e
op ion o s akeholde s (educa o s, pa en s, s uden s) (Augus & Haku a, 1997).
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Rega dless o he p og am model being implemen ed, e ec i e bilingual educa ion
p og ams sha e h ee ounda ional componen s: second language ins uc ion, shel e ed
subjec ma e eaching, and ins uc ion in he i s language. They also ha e wo goals:
de eloping p o iciency in a second language and cul u e and os e ing academic
achie emen . High-quali y bilingual educa ion ins uc ional s a egies a e based on
mul iple ac o s, including p og am model, p og am goals, p og am design, cu iculum
design, eache p epa a ion, communi y suppo , and class oom eaching (Na ional
Associa ion o Bilingual Educa ion, 2014).
Building on his solid ounda ion o his model o educa ion, esea ch in o
a ious elemen s o bilingual p og ams as well as he numbe o bilingual educa ion
p og ams being implemen ed con inue o g ow in esponse o p esen -day social,
economic, and poli ical en i onmen s in which ci izens bene i g ea ly om being able
o communica e h ough mo e han one language. Since 2006, he Council o Eu ope
has been encou aging go e nmen s and educa ion au ho i ies on he con inen o design
new p og ams and cu iculum he e o he eaching and lea ning o languages. They
encou age p og am designe s o include speci ic ins uc ion in he a ge language o
enhance communica ion a ge s, expanding beyond desc ip i e knowledge (desc ibing
hings, e en s, p ocesses and hei a ibu es and hei ela ionships o each o he ) o
knowledge o basic language o ms (g amma s) and in o success ul communica i e
asks. The Council o Eu ope pu special emphasis on he p omo ion o language
di e si y, in e cul u al alues and democ a ic ci izenship (Council o Eu ope, 2011;
Eu ydice Repo , 2006).
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1.2 Bilingual Educa ion in Eu ope and Andalusia, Spain
In a Eu opean epo which s udied he p og ess o s uden s a he end o hei
seconda y educa ion, (Minis e io De Educación, Cul u a, y Depo e, 2012), Spain was
anked nin h ou o ou een coun ies in he pe cen age o s uden s eaching second
language p o iciency le els as ou lined by he Common Eu opean F amewo k o
Re e ence (Council o Eu ope, 2011). The epo s a ed ha o e 80 pe cen o hose
Spanish s uden s we e only able o unde s and simple, common daily exp essions in
English when s a ed o ally. Rela ed o his inding, e o s ha e been made o make
changes in he bilingual educa ion p og ams in Andalusia, Spain. In 2004, he
Andalusian Plan o he P omo ion o Plu alingualism (APPP) (Jun a de Andalucia,
Conseje ía de Educación, 2004) was in oduced. The plan was c ea ed o he
Andalusian e i o y based on he Eu opean language policies ega ding he eaching
and lea ning o languages and became he co ne s one o new language policies he e
(Lo enzo 2010).
The APPP demons a ed an awa eness o he need o adap o new language
eaching p og ams in Andalusia. The documen also pinpoin ed language di e si y as a
sou ce o ichness and a aluable he i age belonging o all humankind. The majo goal
o he APPP was o design a new language policy o Andalusia, based on he p inciples
o he Eu opean Council (Jun a de Andalucia Conseje ía de Educación, 2004), and i
aimed o lead educa o s in he de elopmen o plu ilingual and mul icul u al
compe ence o i s ci izens in o de o espond o he economic, echnological, and social
challenges, based on an in eg a ed cu iculum wi h key s ages o all languages and
using Con en and Language In eg a ed Lea ning (CLIL) (Jun a de Andalucia Conseje ia
de Educación, 2004). CLIL is a model o bilingual educa ion which in ends o
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1.3 Pu pose and Ra ionale o his S udy
Following he ecommenda ions o esea ch p ojec s as s a ed abo e, he main
pu pose o his s udy is o quan i y and measu e he quali y o ins uc ion p o ided in
English o second g ade s uden s (ages 8 and 9) in bilingual p og ams in Se ille
(Andalusia, Spain) and hen o co ela e he quali y o ins uc ion o s uden s’ p og ess
in English o al/au al p o iciency.
To ca y ou he s udy, his p ojec a ge ed he second g ade class ooms in i e
schools in Se ille whe e CLIL p og ams we e being implemen ed. The esea che used
he Ea ly Language Lis ening and O al P o iciency Assessmen (ELLOPA) (Thompson,
Boyson & Rhodes, 2006) as a p e- es (and la e as a pos - es ) o measu e he
o al/au al language p o iciency le els o a g oup o second g ade s uden s (n=149)
pa icipa ing in bilingual educa ion p og ams in se en di e en classes augh a i e
di e en public schools. Then, on a egula , scheduled basis o e a 14-week pe iod, he
esea che used he Shel e ed Ins uc ion Obse a ion P o ocol (SIOP) (Eche a ia,
Sho , & Powe s, 2003), a esea ch-based, alida ed and eliable ins umen , o measu e
he quan i y o s a egies o inc ease second language de elopmen ha eache s (n=11)
used in hose classes. As an addi ional da a poin , he le el o English p o iciency o he
g oup o eache s was also e alua ed using he S uden O al Language Obse a ion
Ma ix (SOLOM) and his da a was co ela ed o SIOP esul s and s uden p o iciency
gains. Finally, he le el o inc eases in o al/au al English language de elopmen ha he
s uden sample made du ing he ime his p ojec was conduc ed was co ela ed o he
quan i y o s a egies used by he eache s o inc ease second language de elopmen .
Resea ch ques ions o be in es iga ed and answe ed a e
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Is bes p ac ice o ins uc ional s a egies in bilingual p og ams being
employed in pa icipa ing bilingual class ooms?
Wha CLIL ins uc ional bes -p ac ices a e being employed in he bilingual
class ooms s udied?
Wha a e he language acquisi ion ou comes o s uden s in he bilingual
class ooms s udied?
The esul s o his esea ch can be used o
1. di ec u u e p o essional de elopmen ini ia i es o bilingual p og ams in
Se ille,
2. in o m eache p epa a ion p og ams and policies (p e-se ice and in-
se ice),
3. ecommend imp o emen s o p esen bilingual p og ams.
1.4 S uc u e o his Disse a ion
Chap e 2 p o ides he heo e ical amewo k o bilingual educa ion models
used on a wo ldwide basis and he ins uc ional s a egies ha unde pin hem. The
chap e begins wi h a his o ical o e iew o he global esea ch which suppo s he
e ec i eness o bilingual educa ion as an app oach, since he e m ‘bilingual educa ion’
is used as a b oad umb ella e m o a numbe o di e en p og am designs. CLIL is
de ined and in oduced and esea ch on CLIL p og ams is e iewed, including ha
pe o med in Andalusia. The esea ch-based indings o ou expec ed measu able
ou comes ha e ec i e bilingual p og ams p oduce a e in oduced: (1) second language
acquisi ion (2) he a e o second language acquisi ion (3) i s language de elopmen ,
and (4) he de elopmen o subjec con en knowledge in bo h he i s and second
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languages. Bilingual educa ion cu iculum is hen discussed, ollowed by an o e iew o
he esea ch which de ines ou componen s ha a e equi ed o a bilingual p og am o
be e ec i e: (1) language ins uc ion componen s (2) clea expec a ions o de ining
language “p o iciency” (3) a en ion o academic language, and (4) in e ac ion among
s uden s. S udy esul s a e hen p esen ed ha de ine e ec i e eaching s a egies o
p omo e bilingual language acquisi ion, including he need o eache s o be explici in
c ea ing language and con en objec i es in a bilingual class oom. Resea ch indica ing
he need o and bene i o s anda ds and basic p inciples o d i e high-quali y
ins uc ion in second language lea ning en i onmen s and he esea ch bases o h ee
assessmen ools p ecede he inal sec ion o Chap e 2 which p esen s he body o
esea ch which poin s o he ypes o e ec i e eaching beha io s ha a e necessa y o
make ins uc ion in bilingual p og ams, including CLIL p og ams, success ul.
Chap e 3 p esen s he me hodology ha was used in he esea ch p ojec
p esen ed in his disse a ion. As p e iously discussed, he s udy analyzes he quan i y
o esea ch-based, e ec i e ins uc ional s a egies ha we e employed by a g oup o
eache s in CLIL class ooms in Se ille and makes co ela ions be ween he le el o hei
use and he language de elopmen o he s uden s in hose classes. The s udy model is
suppo ed speci ically by he esul s o esea ch o he SIOP and he ELLOPA. As
de ailed ea lie in his chap e , a g oup o eache s we e obse ed o e 14 weeks du ing
he 16-week s udy while hey p o ided CLIL ins uc ion o g oups o second g ade
s uden s, and he SIOP was used o iden i y e ec i e eache beha io s he eache s
used while p o iding ins uc ion. The ELLOPA was used as a p e- and pos - es o
measu e gains in s uden language p o iciency du ing he s udy pe iod. An addi ional
in o mal language measu e, he S uden O al Language Obse a ion Ma ix (SOLOM),
18
was used o e alua e he le el o English p o iciency he class oom eache s possessed.
In his chap e , he measu emen ools a e desc ibed and he base o esea ch which
suppo s hem is explo ed. The sample g oups a e p esen ed, including hei de ining
a ibu es and a comple e desc ip ion o he s eps ollowed o comple e he s udy a e
gi en. The da a collec ed in his s udy is sha ed in Chap e 3, and a discussion o he
alidi y o his s udy is included. Va iables which may impac he esul s o he s udy a e
also conside ed. The esul s a e desc ibed and p esen ed in he o m o ables and
g aphs, wi h speci ic da a and calcula ion de ails appea ing in he Appendix. Ca ego ies
a e di ided by da a collec ed on eache s (SIOP and SOLOM) and s uden s (ELLOPA).
SIOP da a is hen examined o e all by yea s o p og am implemen a ion, by subjec
a ea, by indi idual eache , by indi idual eache by subjec a ea, and in co ela ion o
SOLOM sco es. O e all ELLOPA da a is examined nex and hen disagg ega ed by
p o iciency a ea and numbe o yea s a school’s p og am exis ed. P e- and pos - es
ELLOPA da a is co ela ed by school and akes in o accoun a iables such as whe he a
child a ends English classes ou side o school and whe he a child speaks a language
o he han Spanish a home.
Chap e 4 p esen s a discussion o he esul s o he s udy conduc ed o his
disse a ion, based on he da a collec ed and p esen ed in Chap e 3. The impo ance o
he main indings a e discussed and a compa ison be ween he esul s o he
obse a ions conduc ed o his p ojec and desi ed ou comes o CLIL p og ams is
made in his chap e . Speci ic a en ion is gi en o he esul s ound ega ding he le el
o app op ia e s a egies eache s in he s udy used while eaching in CLIL class ooms,
p o iding examples in p ac ical e ms. Key indings a e summa ized, and needs a e
iden i ied, pa icula ly in ligh o aining goals es ablished o Andalusia
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Chap e 5 explo es he signi icance o he esul s o his s udy and makes
connec ions o he base o esea ch in his ield. In suppo o needs iden i ied in he
esul s o his s udy, he chap e p esen s a model o complex change and discusses he
elemen s equi ed o p omo e sys ema ic change in ela ion o obse a ions made in a
bilingual cen e s in Se ille. Sugges ions o u u e s udies o build on he one p esen ed
he e a e ou lined, and conclusions a e d awn ega ding u he s eps needed o ensu e
success in CLIL p og ams in Andalusia, wi h connec ions and ecommenda ions made
ega ding p o essional de elopmen goals which ha e been se by educa ional
au ho i ies o ha egion o Spain.
1.5 Summa y
The Ho izon 2020 plan, an ampli ica ion o he Andalusian Plan o he
P omo ion o Plu alingualism (APPP) in oduced in 2004, has been p esen ed o he
communi y and ex ends he scope o he APPP by calling o inc eased numbe s o
s uden pa icipan s, inc eased language p o iciency o eache s, and p o essional
de elopmen ini ia i es o eache s. The o iginal APPP encou aged educa ion
au ho i ies h oughou he egion o design new language lea ning p og ams based on
Eu opean language policies as ou lined by he Council o Eu ope and had as a goal he
de elopmen o plu ilingual and mul icul u al compe ence in Andalusian ci izens. A
bilingual educa ion model known as Con en and Language In eg a ed Lea ning (CLIL)
was in oduced he e as a ehicle o mee his challenge, and unde wen apid
de elopmen in Andalusian schools ollowing i s in oduc ion (Ruíz de Za obe &
Lasagabas e , 2010) al hough p og am implemen a ion in Andalusia e ol ed a a as e
a e han esea ch o suppo i did. Since many models o implemen CLIL exis
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h oughou he 17 au onomous egions o Andalusia because no single bluep in o he
design o hose p og ams exis s, a call o empi ically based esea ch was made du ing
he ea ly yea s o he APPP o p omo e p og am e ec i eness (Fe nández Fon echa,
2009; Pe ez-Cañado, 2011; Pé ez-Vidal, e al. 2008).
Two a eas o esea ch acknowledged as necessa y included obse ing CLIL
eache s and in es iga ing he me hodology used in CLIL classes (Admi aal, e al., 2006;
Lasagabas e , 2008; Pé ez-Cañado, 2011). Pé ez-Cañado (2016) esponded o his call
o esea ch by conduc ing a s udy speci ically using eache obse a ion o in es iga e
wha echniques we e being used in CLIL class ooms in 3 egions o Spain and iden i ied
a need o u he esea ch he e cen e ing on how p og ams a e c ea ed ( hei
componen s) and how hey a e implemen ed, using esea ch me hods ha mee he
highes empi ical de ini ions.
In esponse o he ecognized need o in es iga ion opics ha seek o de e mine
he quali y o p og ams in Andalusia, he esea ch s udy p esen ed he e aims o look a
he le el o implemen a ion o bes p ac ice s a egies in he ins uc ion being p o ided
in English o second g ade s uden s a ending CLIL p og ams in Se ille. Those esul s
will be co ela ed o he s uden s’ p og ess in English o al/ au al p o iciency.
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CHAPTER 2: THEORETICAL FRAMEWORK FOR BILILNGUAL
EDUCATION MODELS AND INSTRUCTIONAL STRATEGIES
2.1 In oduc ion
A a ie y o bilingual p og am designs exis wo ldwide. High-quali y bilingual
educa ion ins uc ion is based on mul iple ac o s, including p og am design,
cu iculum design, and class oom eaching. I is up o he educa ional communi y o
choose and design an e ec i e p og am based on esea ch ha bes mee s hei
in ended educa ional goals o hei s uden s. These decisions should be based on he
makeup o hei a ge popula ion, human and ma e ial esou ces a ailable, and desi ed
ou comes. Upon implemen a ion, he adul s akeholde s in he p ocess (adminis a ion,
eache s, pa en s, and communi y membe s) need o ac i ely suppo and p omo e he
bilingual educa ion p og am. Suppo is gi en h ough acili a ing cu iculum
de elopmen , p o iding esou ces (ma e ial and pe sonnel), adequa ely aining
pe sonnel, p o iding o ums o open communica ions among s akeholde s, allowing
eache s adequa e planning ime, and p o iding p og am o e sigh which includes
egula e iew and e isions o p og am implemen a ion (G ossman, 2006).
In an e o o suppo and es ablish quali y assu ance and u he educa ional
de elopmen wo ldwide, he body o esea ch ha exis s on bilingual educa ion has
become expansi e. A e iew o esea ch on a a ie y o models o bilingual p og am
e alua ions made by he Cen e o Applied Linguis ics in Washing on, D.C. (Augus &
Haku a, 1997; Rossell & Bake , 1996) concluded ha esea ch has ound no di e ences
be ween he English language and academic de elopmen o s uden s in bilingual
p og ams compa ed o s uden s who ecei ed ins uc ion in only one language. O he
e iews o bilingual p og ams poin o a posi i e e ec o hese p og ams (Collie &
22
Thomas, 1989, 1992, 1997, 2004, 2009b; Thomas & Collie , 1997, 2002, 2012), ci ing
ha s uden s in bilingual p og ams ou pe o m hei pee s in monolingual p og ams in
language acquisi ion. Simila esea ch conduc ed in Eu ope suppo hese indings
(Be g o h, 2006; Jäppinen, 2005; Me isuo-S o m, 2003). Indeed, in a e iew o s udies
abou bilingual educa ion, May (in Cummins & Ho nbe ge , p. 15; 2008) sums i up:
“The e is cu en ly no doub ha , unde ce ain condi ions, he e ec s o bilingual
educa ion can be clea ly bene icial.”
In Andalusia, Spain, a pu pose ul e o o inc ease he numbe o bilingual
educa ion p og ams ollowing a Con en and Language In eg a ed Lea ning (CLIL)
model is unde way. Suppo ed by encou agemen a he Eu opean le el (Council o
Eu ope) as well as a he egional le el (Jun a de Andalucia), bilingual p og ams a e
aidly being implemen ed ac oss Andalusia. These ini ia i es ace challenges, howe e ,
including s anda dizing quali y o ins uc ion and language p o iciency o eache s
(Cenoz, Genesee & Go e , 2014; Juan-Ga au and Salaza -Nogue a, 2015; Ruíz de
Za obe & Lasagabas e 2010; Salabe i Rami o 2010). Resea che s and leade s in he
educa ion ield ha e indica ed ha scien i ically based esea ch o documen he
condi ion o hese p og ams is also a need o ensu e hei p ope implemen a ion. In
addi ion, as discussed in Chap e 1, a call o empi ically based esea ch ollowing
igo ous design p o ocols has been made o de e mine he quali y o bilingual educa ion
p og ams being impa ed h oughou Andalusia, wi h a ocus on p og am design,
me hodologies employed, and esea ch design (Cenoz, Genesee & Go e , 2014; Juan-
Ga au and Salaza -Nogue a, 2015).
23
This call o esea ch in o he e ec i e componen s o bilingual p og ams being
implemen ed he e connec s wi h he esea ch agenda ou lined by he Na ional
Resea ch Council (NRC) o he Na ional Academy o Sciences in he Uni ed S a es.
Based in pa on he indings om hei wo-yea e iew o he exis ing body o esea ch
abou bilingual educa ion, he NRC made he ecommenda ion in 1997 ha u u e
esea ch should ocus on pinpoin ing ea u es o e ec i e bilingual p og ams, a he
han deba e he e ec i eness o hese p og ams as a whole (Augus & Haku a, 1997). Fo
his eason, beginning in Sec ion 2.4, he bulk o his chap e is de o ed o e iewing
s udies iden i ying componen s o bilingual p og ams necessa y o c ea e he mos
e ec i e ou comes o lea ne s. Be o e ha is p esen ed, howe e , he a ie y o
bilingual p og ams ha exis is discussed in he nex sec ion.
2.2 Op ions o Bilingual P og am Design Models
Fo y yea s o esea ch and li e a u e on bilingual educa ion has p oduced a
b oad a ay o p og am desc ip ions, analyses and models. These p og ams do no exis
in pu e o ms, as schools mix and blend aspec s o a ious p og ams (May, 2008).
Va ious la ge- and small-scale s udies ha e examined he e ec i eness o hese
p og ams and will be epo ed he e in upcoming sec ions. Resea ch examining he
success o ailu e o a ious p og am models has no comple ely add essed he cen al
ques ion o how bes o educa e second language lea ne s (Lindholm-Lea y & Genesee,
2010); ne e heless, he body o esea ch has epo ed de ailed s udies o wha has
wo ked in ac ual class ooms. Ra he han ocus on he e icacy o a single p og am
model, his esea ch has concen a ed on he cha ac e is ics o schools and class ooms
ha con ibu e o success ul educa ional p ac ice o second language lea ne s (Collie ,
24
1989; K ashen, Sca cella, & Long, 1982; Lindholm-Lea y & Genesee, 2010; Rennie,
1995). May (2008) has syn hesized bilingual educa ion p og ams in o meaning ul
ca ego ies ha highligh b oad ag eemen s among esea che s. These ca ego ies a e
summa ized in Table 1 below. Unless o he wise no ed, he models a e desc ibed wi hin a
con ex o s uden s’ lea ning English as hei second language.
31
language s uden s ou inely use and de elop he majo i y language, he disuse o
hei own home language ( he mino i y one) o e ime causes hem o expe ience a
loss o luency in ha language, e en o he poin o o ge ing i almos en i ely, and
i may become eplaced by he new language. This p ocess has come o be known as
sub ac i e bilingualism (Cummins, 1999).
A a ie y o imme sion models a e used wi h majo i y English speake s in
Canada, om ea ly o la e o al imme sion and om pa ial o ull imme sion, and
di e ences in ou comes be ween hese models seem o be ela i ely mino (Swain,
1978). Again, due o con usion in he usage o he e ms, i is especially impo an o
di e en ia e be ween subme sion o mino i y s uden s in English-speaking
class ooms and F ench imme sion o mino i y s uden s in F ench-speaking
class ooms: he di e ence ela es o i s o second language o ien ed pedagogy. Tha
is, mino i y language s uden s in an English-medium class wi h mo he ongue
speake s o English expe ience pedagogy in ended o i s language speake s; hence,
English is no p esen ed as an second language, nei he is pedagogy necessa ily
app op ia e o second language lea ne s (May, 2008). In a i s language class oom,
on he o he hand, mino i y and majo i y child en alike a e no expec ed o speak
F ench as a i s language; he e o e, he p og am is en i ely gea ed o second
language lea ning and he pedagogy is gea ed o second language lea ne s.
2.2.5 Ou g ow hs o he Canadian Imme sion Model
The i s imme sion p og ams in Finland we e b oadly based on he o iginal
ea ly o al F ench imme sion p og am in Canada (Swain & Lapkin, 1982). Child en
who en olled in he op ional p eschool p og am a he age o 6 (one yea be o e hey
s a ed p ima y school) and who had no knowledge o Swedish we e imme sed in o a
o al Swedish speaking en i onmen . The eache s we e na i e o nea -na i e
32
Swedish speake s who used he imme sion language o 100 pe cen o ins uc ional
ime. In 1987, a pionee Swedish imme sion p og am in he ci y o Vaasa/Vasa was
ini ia ed, wi h di e ences. The p og am a ied om he Canadian model in wo
espec s: (1) eaching in he s uden s’ i s language was used in g ade one in p ima y
school and (2) he p og am had a mul ilingual o ien a ion. The s uden s in his
p og am we e in oduced o a hi d language in p ima y school and o an op ional
ou h language in seconda y school. The hi d and ou h languages we e augh
h ough language a s by using he p inciples o imme sion pedagogy. In yea s
ollowing he ini ia ion o he Finnish Imme sion P og am, esea ch has clea ly
shown ha bilingualism a o s he acquisi ion o addi ional languages conce ning
bo h he a e o acquisi ion and s uden s’ linguis ic compe ence in he addi ional
languages (Be g o h, 2006; Bjö klund & Suni, 2000). Imme sion p og ams in
Finland a e now gene ally based on he Vaasa/Vasa Swedish imme sion model.
English in hese p og ams is o en a hi d o ou h language (Tedick, Ch is ian, &
Fo une, 2011).
2.2.6 An Addi ional Op ion: CLIL
The ac onym CLIL (Con en and Language In eg a ed Lea ning) was coined in
Eu ope in he nine ies (Coyle, 1999) o desc ibe any dual- ocused ype o p og am
design in which a second language, o eign o a egional language, is used o he
eaching and lea ning o a non-language subjec ma e , wi h language and con en
ha ing a join and mu ually bene icial ole (Ma sh, 2002). CLIL is a one-way model
o bilingual educa ion p ima ily implemen ed in Eu ope and is an ou g ow h and
ex ension o he Canadian and Swedish imme sion models, desc ibed abo e. I is
in ended o be an addi i e model, p omo ing he lea ning o a second language (o en
English o a he i age language) o communi y-language speake s and is based on
33
he p emise ha second language ins uc ion which is in eg a ed wi h con en ma e
has p o en o be mo e e ec i e han second language ins uc ion in isola ion
(Genesee, 1994). CLIL is conside ed o be dis inc om o he models o bilingual
educa ion in ha i in eg a es language and con en along a con inuum, in a lexible
and dynamic way, wi hou an implied p e e ence o ei he language, which e lec s a
e y Eu opean a i ude abou language i sel (Coyle, 2006). Language is augh
di ec ly and h ough subjec con en in CLIL. A p og am goal is o achie e a
unc ional as opposed o a na i e-like compe ence in he second language h ough
subjec con en lea ning wi hou al e ing na ional cu icula.
O he impo an di e ences be ween CLIL and imme sion educa ion es on
allowing a lesse command o he language o ins uc ion by CLIL eache s (Ha op
2011; Ruíz de Za obe & Lasagabas e , 2010). A minimum o a CEFR B2 le el is
ecommended o p og ams in Spain; howe e , eache s a he B1 le el we e allowed
o each un il 2014, when a B2 le el became he equi emen . The Ho izon 2020 Plan
aims o inc ease he numbe o eache s a ad anced le els (CEFR C1) o e ime.
O he examples o di e ences include s a ing wi h lowe amoun s o exposu e o he
a ge language a olde ages, in he use o ab idged a he han au hen ic ma e ials,
in p o iding language educa ion h ough he eaching o academic subjec s a he
han om e e yday li e o he a ge language cul u e, and in he g ea e absence o
immig an s uden s in he p og am (Dal on-Pu e , Nikula, & Smi , 2010;
Lasagabas e & Sie a, 2010). CLIL is a way o eaching ha in ends o encompass
he mos e ec i e ins uc ional elemen s o English as a Medium o Ins uc ion
(EMI), Language Ac oss he Cu iculum (LAC), Con en -based Ins uc ion (CBI) and
Con en -based Language Teaching (CBLT) – all o which guide eaching subjec
34
ma e h ough he medium o a o eign language, o language eaching b inging
con en in o he English lesson (Nikula, Dal on-Pu e , & Llina es, 2013).
CLIL ins uc ion has a dual ocus: eaching p omo es he lea ning o con en
knowledge and he simul aneous acquisi ion o a o eign language. By using CLIL
s a egies, he lea ne does no necessa ily need o ha e he English p o iciency le el
expec ed o cope wi h he subjec be o e beginning i s s udy (G addol, 2006).
Teache s a e expec ed o adjus hei me hodology o ensu e ha he s uden s
comp ehend he con en o he lesson as well as he language (Coyle, 1999). Teache s
do no simply p esen he con en and assume ha hei s uden s unde s and i . They
mus employ o he means which inc ease he comp ehensibili y o he subjec ma e
(such as g oup wo k, ask-based lea ning, conc e e examples, inc eased use o
isuals); and educa ional ma e ials, including ex books, need o e lec he CLIL
app oach. CLIL is mo e han jus p esen ing he na i e-language cu iculum in a
o eign language. Jus because a school p esen s con en ins uc ion in a o eign
language does no mean i is employing CLIL. The s uden s canno simply be
ins uc ed as i hey we e na i e speake s using he ypes o lesson deli e y and
s a egies app op ia e o na i e-speaking s uden s.
Lesson ma e ials mus be adap ed o CLIL ( ex books, wo kshee s,
assignmen s) o e lec a language- ich en i onmen o ins uc ion and he ole ha
language plays in he s uden s’ comp ehension o he subjec ma e ). Assignmen s
and class oom expec a ions ( eading/w i ing/speaking asks) mus be adjus ed o
s uden s’ language p o iciency le els and e lec he a ie y o s uden s’ lea ning
s yles. CLIL is applicable o s uden s a all achie emen le els and is in ended o i
well in o mixed-abili y class ooms (G addol, 2006).
35
A epo o how CLIL is being implemen ed h oughou Eu ope (Eu ydice
Repo , 2006) made i clea ha CLIL is s ill a om being a consolida ed and ully
a icula ed educa ional model in any o he Eu opean coun ies su eyed and ha a
g ea deal mo e needs o be done in o de o consolida e he heo e ical
unde pinnings o CLIL and c ea e a concep ual amewo k ha is bo h cohe en and
app op ia e o di e en local condi ions. The Eu ydice epo con ains na ional
desc ip ions o CLIL p og ams om he 30 Eu ydice Ne wo k membe coun ies and
illus a es he simila i ies and di e ences in CLIL p og amming and execu ion wi h
he Eu opean Communi y.
Al hough he implemen a ion o CLIL is qui e a ied h oughou Eu ope,
gi en he e y di e en ci cums ances su ounding language eaching ac oss he
con inen , ce ain common cha ac e is ics can be iden i ied in Eu opean CLIL
applica ion (Fo ane -Gómez & Ruiz-Ga ido, 2009; Ma sh, 2002). Eu opean CLIL
p og ams aim o sys ema ically inc ease he p esence o he a ge language in he
cu iculum by inco po a ing a numbe o subjec s augh h ough i o a leas ou
yea s. Ne e heless, as discussed in sec ion 1.2.1, i is his a ie y in design ha has
added o he complica ions o conduc ing empi ical esea ch in o he e ec i eness o
CLIL, and he apid g ow h o p og am implemen a ion h oughou Spain has also
encou aged esea ch in o hese p og ams, al hough a p esen he e con inues o be a
need o empi ical s udies, especially hose ha will ocus on p og am design and
me hodologies.
Fu he mo e, since no speci ic implemen a ion policy exis s na ionally, and
ew do egionally, p og ams he e a e wi hou guidance o assis hem in becoming
mo e e ec i e. Indeed, he ac ha Spain is decen alized o some issues such as
educa ion con ibu es o a high deg ee o a iabili y in CLIL implemen a ion he e.
36
The c ea ion and implemen a ion o p og ams is le o indi idual school eache s
and adminis a o s. Fo example, al hough esea che s in he egions o Ca alonia
and he Basque Coun y ha e a his o y o p oducing CLIL s udies as an ex ension o
hei es ablished adi ion o bilingual educa ion, Ca alonia lacks a solid CLIL policy
o i s p og ams he e (Na és & Vic o i, 2010). In pa icula , esea ch which
moni o s pe o mance and in es iga es possible language and con en gains is
nowhe e nea he quali y o ha which has been done in he Basque coun y
(Lasagabas e & Ruiz de Za obe, 2010).
Andalusia has been a egion wi hou a solid adi ion in o eign language
eaching, and wi h a as pace o new bilingual p og am c ea ion he e, Andalusia
s ands ou in he CLIL scene as being in need o addi ional CLIL esea ch applying
igo ous esea ch me hods (Pé ez-Cañado, 2011). CLIL implemen a ion in
monolingual communi ies o Spain is much mo e ecen and hus no as i mly
ing ained as in bilingual ones (Fe nández Fon echa, 2009; Fo ane -Gómez & Ruiz-
Ga ido, 2009), and u he esea ch con inues o be called o in o de o p o ide
comp ehensi e and empi ically alid in o ma ion abou whe e CLIL s ands in
Andalusian bilingual p og ams (Pé ez-Cañado, 2011, 2016). Since CLIL is he o ma
o eaching which he Andalusian go e nmen ecommends be used in bilingual
p og ams he e, esea ch p ojec s measu ing he quali y o CLIL ins uc ion and he
e ec s ha ins uc ion has on s uden achie emen a e needed. In acco dance wi h
hese ecommenda ions, he esea ch s udy documen ed in his disse a ion ocuses
on he quali y o CLIL ins uc ion p o ided by eache s in p og ams in Se ille, Spain,
and s uden ou comes he e.
37
2.3 The De elopmen o CLIL P og ams in Andalusia, Spain
A majo go e nmen plan, called “S a egies o he Second Mode niza ion o
Andalusia,” was designed in 2003, demons a ing an awa eness o he need o he
Andalusian people o adap o he new language eaching p og ams (Salabe i
Rami o & Sánchez Pé ez, 2011). The documen also pinpoin ed language di e si y as
a sou ce o ichness and a aluable he i age belonging o all humankind. In 2004, he
Conseje ía de Educación in Andalusia in oduced he Andalusian Plu alingualism
P omo ion Plan (APPP) o he egion based on he Eu opean language policies
ega ding he eaching and lea ning o languages in esponse o encou agemen by
The Council o Eu ope who ad oca ed o he design o new language lea ning
p og ams and cu iculum. Since he in oduc ion o he plan by he au onomous
go e nmen in Andalusia, d ama ic changes ha e aken place in he bilingual
educa ion p og ams he e (Lo enzo, 2010), and a special emphasis has been called
o o p omo e language di e si y, in e cul u al alues and democ a ic ci izenship
(Eu ydice Repo , 2006). The APPP gained a g ea deal o in o ma ion om he i s
expe imen al bilingual sec ions se up in some schools by he Andalusian
go e nmen in 1998, when, ollowing he con en -based app oach, F ench and
Ge man we e used o pa ly each o he subjec s (Lo enzo 2010). O e all, he majo
goal iden i ied o he APPP was o design a new language policy o Andalusia, based
on he p inciples o he Eu opean Council (Jun a de Andalucia Conseje ía de
Educación, 2005).
An ampli ica ion o he plan was eleased in Janua y 2017, as discussed ea lie
in Chap e 1, Sec ion 1.2. The Ho izon 2020 s a egically ou lines he con inua ion o
he Andalusian language policy and se s goals ega ding he c ea ion o e en mo e
bilingual cen e s, he addi ion o p og ams a ge ing a wide a ie y o second
38
languages, and he de elopmen o p o essional de elopmen oppo uni ies o
eache s. As wi h he ini ial 2004 plan, he Ho izon 2020 plan places an emphasis on
p omo ing in e cul u al unde s anding and p o iding ins uc ion ha will lead o
g ea e s uden p o iciency le els in a second language.
Rega ding he implemen a ion o CLIL p og ams in Andalusia, in 2010
Fo ane -Gomez iden i ied wo immedia e challenges: (1) a lack o language
p o iciency o he eache s and (2) he absence o CLIL- ela ed aining o eache s.
She hen e e ed o he CLIL cou ses cu en ly being augh a he highe educa ion
le el as needing imp o emen . Salabe i Rami o (2010) ou lined ini ia i es being
enac ed h oughou Andalusia o add ess hese wo challenges. She ela ed ha he
Au onomous Communi y o Andalusia adop ed he ecommenda ions made a he
Con e ence o he Mode n Language P ojec in 1997 ega ding o eign language
ins uc ion in he educa ion sys em. Following a model om he Uni ed Kingdom
and No way, 32 eache aining cen e s we e c ea ed in Andalusia as pe manen
aining ins i u ions. Each o he aining cen e s in Andalusia has an expe in
bilingual educa ion appoin ed who is in cha ge o designing an annual eache
aining plan o he cen e . Be ween 1989 and 1993, hese cen e s o e ed a a ie y
o di e en ypes o eache aining, including (1) cou ses o de elop scien i ic,
echnological, cul u al and/o pedagogic knowledge; (2) semina s ela ed o he
s udy o a a ie y o educa ional issues; and (3) g oup wo k o design eaching
ma e ials. A a mee ing o he Council o Eu ope held in Ba celona in 2002,
imp o ing he quali y o eaching aining p og ams was decla ed a p io i y.
Andalusia is said o ha e aken his cha ge se iously and ini ia ed sessions h ough
hei aining cen e s, some employing he use o dis ance lea ning, aimed a
imp o ing he eaching p ac ice o hose pa icipa ing in he APPP.
39
The newly eleased Ho izon 2020 plan e lec s Andalusia’s ongoing a en ion
o expanding eache aining oppo uni ies. Salabe i Rami o (in 2010) desc ibed
he in ol emen o he eache aining cen e s as de eloping eache aining
cou ses in ea ly language lea ning, eache aining cou ses o imp o e eaching
p ac ice, especially ela ed o communica i e language eaching, and a aining
p og am o eache s in he “non-linguis ic” a eas o bilingual p og ams. They also
p o ided o in-school aining p og ams, wo k g oups, in ensi e o eign language
cou ses o all eache s, bu especially a ge ing hose in bilingual schools. T aining
h ough dis ance lea ning also became an ini ia i e. Ac ions no in ol ing he
aining cen e s included awa ding licenses o speci ic language aining ab oad,
es ablishing a ca alogue o good p ac ices o language eaching; and c ea ing a
language skills p o ile o eache s o non-linguis ic a eas. Addi ionally, a se ies o
annual egional mee ings ha e aken place since 1997 o add ess eache aining
issues in Andalusia. Thei main goals ha e been o p o ide in o ma ion and aining,
o p omo e e ec i e eaching s a egies, and o allow o an exchange o expe iences.
A a p o incial le el, he aining cen e s ha e designed addi ional eache aining
mee ings aimed a p o iding esou ces and s a egies o eache s in bilingual
p og ams in collabo a ion wi h hei ins i u es o highe educa ion. Each yea ’s
mee ing ocused on di e en issues such as in e cul u al communica ion, a en ion
o immig an s uden s, online aining, me hodologies, he de elopmen o eache -
made ma e ials, he de elopmen o an in eg a ed language cu iculum, and aining
aine s.
Ano he g oup in Andalusia cha ged wi h p o iding aining o eache s is he
O icial Language Schools. These schools ha e been cha ged wi h p o iding language
cou ses o eache s o in an and p ima y educa ion and o hose o non-linguis ic
40
subjec s in bilingual cen e s. These cou ses a e in ended o help eache s each
luency in he language hey a e eaching, especially in o al skills. In a u he
a emp o assis eache s in eaching luency in he languages hey a e eaching, he
Regional Minis y o Educa ion has engaged in collabo a ions wi h uni e si ies and
eache aining cen e s in a a ie y o Eu opean coun ies. These ag eemen s
acili a ed he pa icipa ion o o e 600 eache s in imme sion cou ses in hose
coun ies be ween 2009 and 2010. Pa icipan s in he p og am included eache s
wi h language p o iciency le els om he e y low (CEFR A1/A2), in e media e
(B1/B2) o highe le els (C1/C2).
The newly eleased Ho izon 2020 plan gi es speci ic di ec ion ega ding he
con inua ion o p o essional de elopmen e o s o eache s in CLIL p og ams in
Andalusia. I p o ides o con inued inc eases in he numbe s o eache s in CLIL
p og ams as well as an inc ease in hei le els o a ge -language p o iciency h ough
hei pa icipa ion in cou ses o e ed a he O icial Language Schools, E asmus
p og ams, and online o ma s, including blended o ma s (a combina ion o online
and ace- o- ace ainings). To assis eache s wi h pedagogical ma e s, he plan will
suppo he c ea ion o a connec ed web among bilingual cen e s, p omo ing he
exchange and sha ing o ideas and e en job shadowing o model and obse e bes
p ac ices in ac ion. An online esou ce cen e whe e eache s can deposi lesson ideas
o o he s o e iew, use, and expand is also planned. Teache s will be encou aged
and suppo ed in hei de elopmen o wha he plan conside s o be inno a i e
language eaching echniques, such as coope a i e lea ning and p ojec -based
lea ning. CLIL p og ams a e encou aged o os e eamwo k among he language
eache s and hei coun e pa s ins uc ing classes conside ed o be non-linguis ic as
47
Resea ch h oughou he Uni ed S a es also suppo s he e ec i eness o
bilingual educa ion p og ams. In a bilingual p og am in he s a e o Washing on,
McConnell and Kendall’s 1987 s udy ound ha by G ade 5, immig an s uden s we e
sco ing a o abo e he 50 h pe cen ile in English on no m e e enced es s o
ma hema ics, ocabula y, and English eading. Medina and Valenzuela de la Ga za
epo ed in a 1987 s udy ha a he end o he hi d g ade in ou bilingual p og ams
in s a e o A izona, ha Mexican Ame ican s uden s we e sco ing abo e na ional
no ms in all subjec -a ea es s (Collie & Thomas, 1997). In u he esea ch in he
Uni ed S a es in a F ench-English bilingual p og am in he s a e o Minneso a,
T oike (1978) epo ed ha s uden s we e a o abo e na ional no ms in all con en
a eas by he end o 5 yea s o schooling in bo h languages. In a s udy o Na ajo
s uden s pa icipa ing in bilingual p og ams in he s a e o A izona, Vo ih and Rosie
(1978) ound ha hose in a bilingual p og am eached na ional no ms by six h
g ade. These esul s we e compa ed o s uden s in he same school who we e
schooled only in hei second language (English) and pe o med subs an ially below
he expe imen al g oup. In a bilingual p og am in he s a e o Connec icu , Plan e
s udied he achie emen o Hispanic s uden s om low income backg ounds in 1976
(Plan e in Cheung & Sla in, 2012). These s uden s we e a o abo e na ional no ms
in English and ma hema ics by he end o G ade 3, whe eas a compa ison g oup
ecei ing ins uc ion only in English pe o med signi ican ly less well han he
s uden s in he bilingual p og am (Collie & Thomas, 1997).
The Aus alian expe ience wi h bilingual educa ion has included p og ams in
Chinese, Ge man, F ench, and nume ous indigenous languages. Ecks ein (1986)
ound ha in pa ial imme sion p og ams in p ima y schools in Mellbou ne, na i e-
English-speaking child en who s udied science in Ge man we e able o success ully
48
ans e concep s lea ned h ough hei second language o hei i s and
demons a ed inc eased cogni i e lexibili y and mo e di e gen hinking han
s uden s who had lea ned he same con en only h ough hei i s language.
S uden s lea ning Ge man as hei new language spen ime in ha language only
du ing he con en class. In a longi udinal s udy in ha coun y, conduc ed by Gale,
McClay, Ch is ie, and Ha is in 1981, i was epo ed ha Abo iginal s uden s augh
in hei na i e language and in English o all g ades pe o med signi ican ly be e
on 10 di e en o al and w i en measu es o English a e 7 yea s o schooling han
did abo iginal s uden s schooled only in English (Yucesan Du gunoglu &
Goldenbe g, 2011).
No wi hs anding he posi i e epo s o second language a ainmen in he
s udies conduc ed h oughou he wo ld and ci ed abo e, nume ous s udies ha e also
shown ha s uden s in bilingual p og ams o en gain mo e p o iciency in he
ecep i e skills (lis ening, eading) han hey do in he p oduc i e skills (w i ing and
speaking) (Bialys ok & Haku a, 1995). Swain (1988: 69) poin ed ou ha “no all
con en eaching is necessa ily good language eaching”. She elabo a es by saying
ha in an a emp o make hemsel es mo e comp ehensible o s uden s, eache s in
a second-language- h ough-con en se ing may no model a wide a ie y o
linguis ic unc ions. This lack o highe - unc ion, highe -complexi y language
examples may explain he low linguis ic gains some lea ne s in con en -based
language se ings show.
Muñoz (in DeKeyse 2007, pp. 229) sugges s inco po a ing some ocus on
o m ( e e ing o “how ocal a en ional esou ces a e alloca ed”) in o CLIL because
many pieces o esea ch om Canadian imme sion p og ams indica e ha s uden s
who ha e been in he second-language lea ning en i onmen o long pe iods o ime
49
show p oblems in p oducing accu a e language (Blasco, 2011; Genesse, 1994; Lys e ,
2008). Blasco p oposes ha one o he possible explana ions o his may be he lack
o ocus on o m wi hin imme sion p og ams. As a consequence, many esea che s in
he ield o second language acquisi ion de end he use o an app oach which
in eg a es bo h ocus on o m and meaning in o de o ob ain highe acquisi ion
le els o he a ge language in he class oom (Lys e , 2008; Muñoz, 2007; Pé ez-
Vidal, e al., 2008). Resea ch conduc ed by G im (2008), o ins ance, shows posi i e
e ec s on he lea ning o g amma , ocabula y and cul u e when a planned ocus on
o m is con ained in con en -based class ooms augh in a second language. Dough y
and Williams (p. 18, 1998) sugges ha an app oach based on o m may be needed o
mo e om a “communica i ely e ec i e language owa d a ge -like second language
abili y”.
2.5 Expec a ions o Bilingual P og am Ou comes: Resea ch Findings
While esea ch ega ding he o e all e ec i eness o bilingual p og ams has
been conduc ed wo ldwide, as ou lined in he p e ious sec ion, s udies ocusing on
ou comes o speci ic componen s o bilingual educa ion, including s udies
conce ning le els o second language achie emen , i s language de elopmen , and
con en a ainmen , ha e also been p oduced. While he educa ion ield an icipa es
he publica ion o esea ch aiming o measu e hese a eas o he plen i ul CLIL
p og ams ecen ly being implemen ed h oughou Spain, in he mean ime, hey can
look o he esul s o expe s such as Augus and Haku a (1997) who p o ide a
comp ehensi e e iew o op imal lea ning condi ions ha se e second language
lea ning s uden popula ions and ha lead o high academic pe o mance. Thei
e iew o 33 s udies o bilingual educa ion p og ams indica es ha he e is a se o
gene ally ag eed upon p ac ices ha os e academic success and ha hose p ac ices
50
can exis ac oss p og am ypes. Augus and Haku a (1997; 171) ound ha he
ollowing school and class oom cha ac e is ics we e likely o lead o academic
success:
“A suppo i e school-wide clima e, school leade ship, a cus omized lea ning
en i onmen , a icula ion and coo dina ion wi hin and be ween schools, use
o na i e language and cul u e in ins uc ion, a balanced cu iculum ha
includes bo h basic and highe -o de skills, explici skill ins uc ion,
oppo uni ies o s uden -di ec ins uc ion, use o ins uc ional s a egies
ha enhance unde -s anding, oppo uni ies o p ac ice, sys ema ic s uden
assessmen , s a de elopmen and home and pa en in ol emen .”
These indings ha e been con i med in o he s udies, such as hose o Co allo
and McDonald (2002) and Ma zano, Ma zano and Picke ing (2003). Thus, i can be
concluded ha s uden s lea ning a second language bene i g ea ly om cogni i ely
challenging and s uden -cen e ed ins uc ion ha employs s uden s’ cul u al and
linguis ic esou ces (Banks & Banks, 2010). In addi ion, as discussed in Sec ion 1.2.1,
Pé ez-Cañado (2016) has wo ked o c ea e a p o ocol ou lining eache beha io s in
e ec i e CLIL p og ams in Spain which is being sugges ed as a beginning o an
iden i ica ion p ocess o bes p ac ice o CLIL p og ams he e.
F om he esul s o hei longi udinal esea ch, Collie and Thomas (2009b)
desc ibe six majo cha ac e is ics o e ec i e bilingual educa ion p og ams. (1) They
a e long e m; s uden pa icipa ion in six o mo e con inual yea s o bilingual
educa ion is necessa y o b ing hei second language o g ade-le el p o iciency. (2)
Ins uc ion in academic wo k h ough he i s language is p esen ed. When lea ne s
a e allowed o de elop cogni i ely in hei i s language, longi udinally hey become
mo e success ul in hei second language. (3) Academic wo k and a ge ed language
de elopmen ins uc ion h ough he second language is p o ided. One o hese a eas
alone is no enough o de elop g ade-le el p o iciency in he second language. Bo h
a e necessa y. (4) Sociocul u al suppo is p esen . Linguis ic di e si y is highly
51
alued and suppo ed wi hin he school and communi y en i onmen s. (5)
In e ac i e, cogni i ely challenging, and disco e y lea ning is p esen . Lea ning mus
include c i ical hinking and be in e ac i e, wi h hands-on p oblem sol ing.
Applica ions and de elopmen o echnology, mul iple in elligences, lea ning
s a egies and global pe spec i es mus be in eg a ed in o he cu iculum. (6)
In eg a ion in o he mains eam is achie ed by well- ained s a . P og am models
which in eg a e s uden s in o g ade-le el, mains eam classes need o be ca e ully
designed, deli e ed, and led by s a who possess and s a egically employ
app op ia e skills and s a egies o p omo e language de elopmen and who
unde s and he second language lea ning p ocess.
Impo an s udies o e ec i e bilingual educa ion p og ams in es iga e he
le el o acquisi ion o bo h he i s and second languages, he a e o acquisi ion o
he second language, and he de elopmen o subjec con en knowledge a ained in
bo h i s and second languages. These ou a eas o esea ch a e de ailed in he
ollowing subsec ions.
2.5.1 Second Language Acquisi ion in Bilingual P og ams: Expec a ions
and Resea ch Findings
Second language and li e acy skills de elop in e dependen ly al hough hei
a e o acquisi ion a ies in di e en se ings (A aujo, 2002; Tabo s; 2008). Many
indi idual and en i onmen al ac o s impac second language acquisi ion including
age, exposu e ime o he a ge language, and educa ional backg ounds (Collie ,
1987; Ligh b own & Spada, 2006). In addi ion, p og am ype, cu iculum design, and
he numbe and quali y o oppo uni ies o lea ning he new language in and ou o
school shape a s uden ’s acquisi ion o he second language.
52
The b oad base o esea ch in second language acquisi ion shows ha in key
aspec s o language lea ning such as ocabula y and g amma a ainmen , leng h o
u e ance, and luency, s uden s de elop in simila ways, o by ollowing simila
ou es o p o iciency, no ma e wha hei age is, whe he o no hey a e lea ning
he second language in a class oom in a coun y whe e he language is spoken, no
ma e wha hei i s language is, and no ma e wha hey we e ac ually augh
(Snow, Bu ns, & G i in, 1998; Tabo s, 2008; Tabo s & Snow, 1994). These lea ne s
ollow p edic able s ages, and acqui e (use luen ly in a meaning ul con ex )
p edic able language s uc u es in a p edic able o de , some imes in spi e o di ec ,
g amma ically based ins uc ion. These s ages gene ally p oceed along a con inuum
o (1) silen p ocessing (The s uden lis ens bu does no speak. Demons a ions o
comp ehension a e made by pe o ming asks in esponse o eques s o commands.
Fo example, he s uden hea s “Pu you book on he able,” bu does no espond
e bally. Comp ehension is demons a ed physically because he s uden pu s he
book on he able, as eques ed.) (2) one- and wo-wo d ph ases, usually ac ion e bs
and conc e e nouns (3) simple, highly unc ional s a emen s and ques ions using
simple enses, o en wi h a iable syn ax (4) simple sen ences using mo e complex
enses (con inuous, pe ec ) and mo e s anda d syn ax (5) simple, mos ly
g amma ical sen ences wi h a g ea e complexi y o embedded ph ases and clauses
o he pu pose o desc ip ion, bu he s uden has command o less ocabula y han
na i e-speaking pee s (6) a a ie y o sen ence and ques ion s uc u es including
compound and complex (7) elabo a ed s a emen s and ques ions.
The ou e ollowed o second language a ainmen is undamen ally simila o
ha o he ou e ollowed by na i e speake s o English (Bialys ok & Haku a, 1995).
Whe eas hese g oups o lea ne s may ollow di e en pa hs (lea ning wo languages
53
simul aneously; adding a second language be o e o a e age 2 o in adul hood) bo h
g oups gain wo languages, al hough acqui ing he second language may equi e
conscious e o on he pa o he lea ne .
One line o esea ch in o he a iabili y o second language acquisi ion in
bilingual educa ion p og ams has ocused on he ole o lea ne socio-linguis ic
a iables (Be y, 1998; Dö nyei ,2001; Sawye & Ran a, 2001; Skehan, 1989, 1998).
This esea ch has shown ha hese a iables play an impo an ole in he a e o
second language acquisi ion. Fo example, some o hese s udies show ha s uden s
in hese p og ams may be di e en om non-bilingual-p og am s uden s because o
he selec ion p ocess. S uden s may be selec ed by commi ees on he basis o ac o s
such as scholas ic ap i ude and mo i a ion. They also may sel -selec o be pu in he
p og am by hei pa en s, indica ing a g ea e amoun o pa en suppo o
educa ion which may esul in highe s uden mo i a ion le els. Especially wi hin
schools ha o e bo h a bilingual and a egula p og am, selec ion c i e ia may
accoun o a la ge pa o he di e ences in de elopmen o language p o iciency
be ween g oups (Dö nyei, 2001).
C oss-cul u al s udies in cogni ion poin ou he exis ence o di e en ways o
hinking and lea ning which a e gene ally o e looked by Wes e n-s yle educa ion.
Resea ch poin s ou ha cul u al di e ences migh also de e mine he way in which a
new language is lea ned, pa icula ly when he p ocess o socializa ion is no as
e bally ma ked o in luenced as he one cha ac e is ic o Wes e n-s yle middle class
amilies (Lopez, 2000). Fo example, in some u al and indigenous Sou h Ame ican
communi ies, he ole o silence may be undamen al in second language lea ning
since he adi ional mode o lea ning is one whe e ca e ul obse a ion and adul and
pee imi a ion play an impo an ole. Bialys ok & Haku a (1994) no e ha al hough
54
cul u es may a y in hei p ac ices o language socializa ion o in an s and oddle s,
he ou come o i s -language acquisi ion emains uni e sal. The wo esea che s
u he poin ou ha his cul u al iden i ica ion and absolu e luency, howe e , is
no a gua an eed ou come in second-language lea ning. These ideas a e in line wi h
he wo k o Vygo sky (1962) and B une (1996) who epo ed ha he ela ionship
be ween language and hough is basically ela ed o en i onmen s and cul u es.
They poin ou ha language is no only some hing ha he lea ne hinks abou , bu
i is also pa o he lea ne ’s hinking p ocess i sel .
2.5.2 Expec a ions o Ra e o Second Language Acquisi ion in Bilingual
P og ams: Resea ch Findings
Empi ical s udies ocusing on he a e a which s uden s a ain hei second
language in CLIL p og ams a e s ill o be p esen ed. Meanwhile, o he s udies
indica e ha while he a e o English as a i s language acquisi ion is highly
p edic able and essen ially simila among speake s (Tabo s & Snow, 1994; Tabo s,
2008), he a e o English as a second language acquisi ion is a ied and di icul o
p edic due o he high numbe o a iables ha can be p esen . These may include
quali y o he p og am model, ime spen in i s and second language en i onmen s,
age o he lea ne and cogni i e abili y o he lea ne (Genesee, Lindholm-Lea y,
Saunde s, & Ch is ian, 2006; Collie , 1989; Cummins, 1999).
A e iew o 71 pee - e iewed jou nal a icles s udying p e-Kinde ga en
h ough g ade 12 second language lea ne s who we e pa icipa ing in bilingual
p og ams ound ha hose s uden s equi ed 3 o 7 yea s o each p o iciency in ha
second language, wi h younge lea ne s ypically aking longe bu mo e likely o
achie e close- o-na i e esul s (Augus & Haku a, 1997). This inding connec s o
wo k done by Collie (2009), who analyzed he leng h o ime equi ed o 1,548
55
immig an s o he U.S. o become p o icien in English as a second language skills o
all con en a eas when schooled only in English. S uden s who had ecei ed
ins uc ion, hen we e es ed in he ou h, six h, eigh h, and ele en h g ades on
eading, language a s, social s udies, science, and ma hema ics using s anda dized
es s p oduced by Science Resea ch Associa es (SRA). The s udy included a ange o
s uden s beginning wi h hose who began exposu e o English, hei second
language, a age 5 and con inuing h ough hose beginning a age 15. Leng h o
esidence anged om wo o i e yea s. O e 75 i s languages we e ep esen ed in
he sample. Only s uden s who we e a g ade le el in hei home language when hey
en e ed he U.S. and who had no p e ious exposu e o English we e included in he
s udy. Social class backg ound o he sample was middle o uppe class in he home
coun y wi h ela i ely lowe income in he U.S. bu wi h s ong middle-class
aspi a ions. Collie ound ha s uden s who we e 8 o 12 yea s old on a i al we e
he i s o each no ms o na i e speake s, which is conside ed o be he 50 h
pe cen ile o no mal cu e equi alen (NCE) on all con en -a ea es s, doing so
wi hin 4 o 5 yea s. S uden s who we e 5 o 7 yea s old on a i al ell signi ican ly
behind he olde child en in academic achie emen , equi ing 5 o 8 yea s (4500 o
7200 hou s) o each he 50 h pe cen ile o NCE, assuming a con inued a e o gain
simila o he one a he ime o he s udy. A i als a ages 12 o 15 expe ienced he
g ea es di icul y eaching age and g ade no ms, equi ing 6 o 8 yea s a hei same
a e o gain.
Ve y li le longi udinal esea ch has been conduc ed in dual language o CLIL
en i onmen s ha p o ides e idence indica ing a a e o second language
acquisi ion in hose p og ams ; howe e , Collie ’s analysis o exis ing esea ch ound
ha consis en , unin e up ed cogni i e academic de elopmen in all subjec s
56
h oughou s uden s’ schooling is mo e impo an han he numbe o hou s o
second language ins uc ion o success ul academic achie emen in a second
language, which is an impo an inding CLIL p og am c ea o s migh wish o
conside .
In h ee s udies (Howa d, Ch is ian, & Genesee, 2003; Lindholm-Lea y, 2005;
Thomas & Collie , 2002) in ol ing wo-way, o dual-language imme sion p og ams,
esea che s s udied he o al second language de elopmen o bo h na i e-Spanish
speake s lea ning English as a new language and na i e-English speaking child en
lea ning Spanish. In a e iew o s udies Genesee (in Genesee, Lindholm-Lea y,
Saunde s & Ch is ian, 2006) epo ed ha no ewo hy ends eme ge om
compa ing he da a o hese h ee s udies. On o al p o iciency assessmen s using a
Like scale o 1 o 5 (1 being no p o iciency a all; 5 being na i e o na i e-like
p o iciency) s uden s in he bilingual p og ams – bo h he English as a second
language lea ne and he Spanish as a second language lea ne s – ook a minimum
o 3 yea s o p og am pa icipa ion o achie e a le el o 4 o highe in hei new
language. The e iewe s o he s udies con inued hei compa ison o s udies, and
ound ha e en s uden s in p og ams whe e hey we e assumed o be ecei ing he
maximum le el o inpu in he second language (imme sion p og ams) did no
achie e a le el o 4 o highe un il a e hey had pa icipa ed in he p og am o a
minimum o 3 yea s. The esea che s u he mo e no ed in hei compa ison o
s udies ha none o he s uden s in he p og ams s udied began o app oach a le el
o 5 (na i e-like) un il a leas 5 yea s o p og am pa icipa ion. The ends obse ed
held ega dless o whe he s uden s pa icipa ed in bilingual o imme sion p og ams.
The e iewe s also epo ed ha he s uden s in elemen a y bilingual p og ams
ended o make mo e apid p og ess om lowe elemen a y o middle-elemen a y
63
speci ically in he his o ically bilingual communi ies whe e languages such as
Basque, Galician, and Ca alan a e spoken as a home language, since he posi i e
e ec s o bilingual educa ion on i s language skills could p o e o be a d i ing o ce
in he u he c ea ion o educa ionally sound publica ions ( ex books, ancilla y
ma e ials) in hose languages o suppo no only he de elopmen o he home
language, bu also he second one.
2.5.4 Expec a ions o he De elopmen o Subjec Con en Knowledge in
Bo h he Fi s and Second Languages in Bilingual P og ams: Resea ch
Findings
Much o he esea ch conduc ed in he pas conce ning bilingual educa ion
p og ams has cen e ed on he demands lea ne s ace when de eloping wo linguis ic
sys ems. A e an ex ensi e e iew o he body o esea ch in o bilingual educa ion
p og ams wo ldwide epo ing esul s in i s and second language a ainmen and
cogni i e de elopmen , Collie (2009) gene alized hei indings by saying ha when
s uden s a e schooled in wo languages, wi h solid cogni i e academic ins uc ion
p o ided in bo h he i s and second languages, in class ooms wi h bo h language
mino i y and language majo i y s uden s, bo h g oups gene ally ake om 4 o 7
yea s o each na ional no ms on s anda dized es s in eading, social s udies, and
science (on measu es o hinking skills), whe eas hei pe o mance may each
na ional no ms in as li le as 2 yea s in i s - and second-language es s in
ma hema ics and language a s ( he la e es ing spelling, punc ua ion, and simple
g amma poin s). Social class backg ound does no appea o make a signi ican
di e ence in academic achie emen in a dual-language p og am. In addi ion, he
syn hesis o esea ch by Collie s a ed ha immig an s a i ing a ages 8 o 12, wi h
a leas 2 yea s o i s language schooling in hei home coun y, who a e schooled
exclusi ely in he second language a e a i al in he hos coun y, ake 5 o 7 yea s
64
o each he le el o a e age pe o mance by na i e speake s on second language
s anda dized es s in eading, social s udies, and science. Young a i als wi h no
schooling in hei i s language in ei he hei home coun y o he hos coun y may
ake e en longe o each he le el o a e age pe o mance by na i e speake s on
second-language s anda dized es s: possibly as long as 7 o 10 yea s in eading,
social s udies, and science, o indeed, ne e .
Since he ocus has been gi en o language achie emen , e y li le
longi udinal esea ch has been conduc ed in dual language o CLIL en i onmen s
conce ning le els o subjec con en a ainmen ; howe e , Collie ’s analysis o
exis ing esea ch ound ha consis en , unin e up ed cogni i e academic
de elopmen in all subjec s h oughou s uden s’ schooling is mo e impo an han
he numbe o hou s o second language ins uc ion o success ul academic
achie emen in a second language. In addi ion, he body o esea ch has shi ed
emphasis om in es iga ing social language de elopmen o emphasizing mo e
academic English, and he esea ch on academic achie emen o second language
lea ne s in bilingual p og ams s ongly suppo s his shi (Cook, Boals & Lundbe g,
2011). CLIL p o essionals a e also now ecognizing he impo an need o include
in es iga ions seeking o measu e subjec con en knowledge a ainmen in hei call
o inc eased esea ch ini ia i es (Ruíz de Za obe & Lasagabas e , 2010).
Ne e heless, p e ious s udies cen e ed on his a ea o lea ning do exis .
In a Gua emalan Bilingual Educa ion P ojec in 1983 which used a sample o
40 expe imen al schools and 40 con ol schools, a e h ee yea s o schooling in
hei na i e indigenous language, Maya, and Spanish, child en in he expe imen al
schools wi h a bilingual cu iculum ob ained be e g ades in ma hema ics, social
sciences and na u al sciences han hei pee s who s udied only in Spanish, he
65
na i e language (S ewa , 1983). Addi ionally, in a longi udinal s udy conduc ed in
Boli ia be ween 1990 and 1995 wi h a sample o indigenous-speaking schools loca ed
in egions whe e Ayma a, Gua ani, and Quechua we e spoken, a e ou yea s o
bilingual educa ion, s uden s in he expe imen al schools ou pe o med hei pee s
who had only educa ion in Spanish in ma hema ical p oblem sol ing and in social
sciences and na u al sciences asks (Lopez, 2000). These s udies a ibu ed he
inc eases in s uden achie emen o hei pa icipa ion in bilingual p og ams, ci ing
he i s language suppo hey ecei ed and hei addi ional oppo uni ies o p ocess
con en ma e in hei home language as well as con ibu ing ac o s o hei
imp o emen s.
Addi ionally, a esea ch s udy conduc ed be ween 2004 and 2007 in he
Basque Coun y o Spain epo ed ha lea ning con en h ough a second language
p esen ed no impedimen s o con en lea ning (Ruíz de Za obe & Lasagabas e ,
2010). In Eu ope, un il 2010, he connec ions be ween cogni i e de elopmen and
con en lea ning had been an almos unexplo ed a ea, since, as al eady men ioned,
mos s udies he e had ocused on he lea ning p ocess o he o eign language o he
mo he ongue (Walke & Tedick, 2000), and empi ical s udies a e s ill awai ed
he e. Amid his esea ch oid, wo esea che s eme ged as leade s in his a ena:
Be g o h and Jäppinen.
Be g o h (2006) epo ed ha in p og ams implemen ing a CLIL p og am
model, mo he ongue de elopmen and con en knowledge a ainmen we e no
dec eased in bilingual (o mul ilingual) educa ion. Be g o h ound ha s uden s in
mul ilingual ins uc ion (Swedish, English, and Finnish, he home language)
pe o med as well as hei monolingually educa ed pee s on he manda o y Finnish
ma icula ion exam aken a e comple ing seconda y school. Again in a CLIL
66
en i onmen , Jäppinen (2005) compa ed he lea ning o ma hema ics and science in
he i s language (Finnish) and he p og ess in lea ning i in a second language
(English, F ench, o Swedish) o 669 s uden s aged 7 o 15 in 12 Finnish schools.
The aim o he s udy was o examine he cogni i e de elopmen and con en lea ning
p ocesses o bo h g oups and compa e hem. This esea ch poin ed o posi i e esul s
o he s uden s’ lea ning o subjec con en . In mos cases, he cogni i e
de elopmen o s uden s in CLIL class ooms was simila o he de elopmen o
s uden s augh in hei na i e language. In some cases, he cogni i e de elopmen o
he g oup augh in CLIL en i onmen s seemed o be e en as e han in hose augh
in he home language. Jäppinen no ed ha s uden s a he younge ages in CLIL
class ooms pa icula ly exhibi ed g ea e gains in cogni ion. She p oposed ha his
could be due o he ac ha he cogni i e load and complexi ies o mo e abs ac
hinking a e pa o ma h and science in he uppe g ades, whe eas he amoun o
ime hose subjec s a e augh in he i s and second language emained he same as
in he lowe g ades.
2.6 Bilingual Educa ion Cu iculum
Cu iculum de elopmen is a sys ema ic design o wha is o be augh . I is
he p ocess o se ing up and es ablishing speci ic guidelines o ins uc ion o he
cu iculum. The p ima y ocus o a cu iculum is on wha is o be augh and when,
lea ing o he eaching p o ession decisions as o how his should be done. P og am
cu iculum includes aims, lea ning me hods and subjec ma e sequencing. I is a
sophis ica ed blend o educa ional s a egies, cou se con en , lea ning ou comes,
educa ional expe iences, assessmen , and he educa ional en i onmen . Cu iculum
no only co e s he o mal eaching/lea ning bu also he o he aspec s o human
de elopmen associa ed wi h educa ional li e. The cu iculum indica es wha
67
objec i es mus be achie ed by he s uden and wha asks mus be ul illed in o de
o achie e hese (Glossa y o Educa ion Re o m, 2014). The design o he bilingual
educa ion cu iculum should e lec an unde s anding o he ou e lea ne s ollow o
language p o iciency, and he e o e ha e clea expec a ions o wha lea ne s can
achie e a gi en poin s on he de elopmen al con inuum (Myles, 2002). Addi ionally,
he cu iculum needs o ensu e ha lea ne s de elop bo h o mulaic exp essions in
English as well as ule-based compe encies (Ellis, 2008).
Bilingual educa ion cu iculum de elopmen equi es a decision-making
p ocess, he abili y o pe cei e s uden needs and communi y cul u e, and skills in
he ins uc ional aspec o cu iculum de elopmen ; i canno simply be a decision o
each an exis ing cu iculum in wo languages, because such a decision lacks a
s a egic e lec ion o he ou e lea ne s ollow in de eloping language p o iciency
(Myles, 2002).
Wi h hese concep s in mind and in esponse o he need o p o ide a measu e
o guidance o CLIL p og ams being o med in Andalusia, in 2008 he egional
go e ning body (Jun a de Andalucía) p oduced a cu iculum documen o CLIL
p og ams he e: Cu iculum In eg ado de Lenguas. I s ini ial goal was o encou age
e hinking o he means, me hods, and ma e ials used o each bo h i s and second
languages. I was also in ended o c ea e a common unde s anding among educa o s
o he heo e ical unde pinnings o CLIL, and i included use - iendly answe s o
wha i s au ho s pe cei ed would be he mos commonly asked ques ions ega ding
eaching academic subjec s h ough a second language (Lo enzo, 2010). The
documen con ained sample lessons in Ge man, F ench, English, and Spanish in an
a emp o c ea e a sha ed ision o he solid linguis ic base upon which he CLIL
model s ands. Al hough language educa ion in his egion o Spain con inues o be an
68
e ol ing ini ia i e, he CLIL cu iculum documen ep esen ed a desi e and
commi men on he pa o leade s in he educa ion ield he e. The Ho izon 2020
Plan has announced ini ia i es o os e cu iculum suppo by p omo ing eache
pa icipa ion in eTwinning, a echnology based pla o m connec ing Eu opean
schools o o m pa ne ships, sha e lesson plan ideas, and de elop pedagogical skills
oge he . O he ac ions encou age cu iculum de elopmen ac i i ies h ough social
ne wo ks and job shadowing oppo uni ies be ween cen e s o acili a e sha ed
lea ning. The e is also a plan o c ea e a esou ce bank o eache -made CLIL lessons
and ma e ials. In addi ion a numbe o uni e si ies a ound Spain, including in
Andalusia, ha e begun new p og ams on he mas e s and doc o al le els in eaching
and lea ning a second language. Th ee uni e si ies s and ou o hese en e p ises:
Pablo de Ola ide in Se ille, Alcalá de Hena e, and he Au onomous Uni e si y in
Ba celona. New cou ses a e being deli e ed add essing skills in a bilingual class oom
con ex including gene al eaching and lea ning concep s, he de elopmen o
eading and w i ing, he deli e y o con en subjec ma e , cul u al and in e cul u al
no ions, and assessmen echniques.
2.7 Requi ed Componen s o E ec i e Bilingual P og ams
Al hough he in eg a ion o language and con en is no a new de elopmen in
he ield o English language eaching, wha is s iking is he ex en and di e si y o
p og ams ha ha e de eloped in o e he yea s (F eeman & F eeman, 2006; Sho &
Fi zsimmons, 2007). In a b oad desc ip ion, bilingual educa ion can mean any use o
wo languages in school – by eache s o s uden s o bo h – o a a ie y o social and
pedagogical pu poses (Na ional Associa ion o Bilingual Educa ion, 2014). E ec i e
bilingual educa ion p og ams seeking o add English as a second language include all
o hese cha ac e is ics: (1) English as a second language (ESL) o English as o eign
69
language ins uc ion (EFL) ins uc ion (2) shel e ed subjec ma e eaching, and (3)
ins uc ion in he i s language. Acco dingly, hey should also es ablish goals o (1)
acquisi ion o English as a second-language (2) main enance and u he
de elopmen o he i s language (3) acquisi ion o subjec knowledge (4) acquisi ion
o in e cul u al skills (4) lea ning o lea n; de eloping app op ia e lea ning
s a egies, and (5) p ac ical applica ion o he acqui ed compe encies and skills,
namely subjec con en , language and in e cul u al skills (Na ional Associa ion o
Bilingual Educa ion, 2014).
The Na ional Associa ion o Bilingual Educa ion (2014), Rennie (1993), and
Robe s (1995) assu e in hei esea ch indings ha al hough he e is wide a ie y in
he way e ec i e bilingual educa ion p og ams a e designed, i is impo an o no e
ha all p ope ly designed bilingual p og ams ha e elemen s o pu pose ul language
de elopmen in bo h he i s and second languages. Since no speci ic ou line o
p og am design has as o ye been p o ided o Andalusian CLIL p og ams,
educa o s he e wo king o c ea e hese p og ams should look o guidance om
esea ch g oups such as hose p esen ed in his sec ion as hey mo e o wa d wi h
CLIL implemen a ion. The Ho izon 2020 plan does no include ini ia i es o
consolida e o p omo e a se o bes p ac ices o CLIL p og am design; he e o e, i
is up o p ac i ione s o collabo a e and ind in o ma ion hemsel es o ensu e he
implemen a ion o p og ams wi h componen s ha a e shown as essen ial, based on
ecommenda ions alida ed by empi ical esea ch.
2.7.1 Language ins uc ion componen s
In p og ams wi h English as he a ge language, whe he English as a second
language (ESL) o English as a o eign language (EFL), language ins uc ion is a
equi ed componen . Whe eas ins uc ional s a egies o ESL and EFL eaching
70
ha e s ong simila i ies, hey also ha e impo an and signi ican di e ences in
pedagogy and cu icula objec i es. ESL ins uc ion is p o ided in a se ing whe e
English is he language o he communi y and classes a e usually composed o mixed
na ionali ies whe e s uden s do no sha e a common na i e language no cul u e.
S uden s ha e a speci ic, p ac ical need o use English ou side he class oom in places
whe e hey li e hei daily li es, and hey a e con inually exposed o English ou side
he class oom.
EFL ins uc ion akes place in a se ing whe e English is no he language o
he communi y ou side he class oom. S uden s in he class usually sha e he same
language and cul u e. In some cases, he eache may be he only na i e English
speake o luen speake o he language he s uden s ha e exposu e o, and he
class oom se ing is o en he only sou ce o English language inpu ha he s uden s
ha e access o. Many imes English is being lea ned as an academic subjec wi h no
eal o immedia e p ac ical applica ion. S uden s’ exposu e o he English-speaking
cul u e may be limi ed and dis o ed by media. ESL pedagogy di e s om EFL
pedagogy in ha in he ESL con ex , he eache p o ides ample conc e e, hands-on
class oom ac i i ies a ge ing he daily needs o he s uden s (school, wo k place, and
communi y). Assignmen s can capi alize on se ings ou side he class oom as
app op ia e enues o language inpu . Ins uc ion speci ically in eg a es elemen s o
he communi y cul u e and c ea es b idges o in eg a ion in o he local English-
speaking communi y. In an EFL se ing, since he eache is one o he p ima y
sou ces o language inpu , he eache needs o c ea e abundan , mo i a ing language
p ac ice oppo uni ies, especially o al ones. The eache needs o c ea e eal easons
o he s uden s o lea n English so ha he language does no seem o hem o be
me ely a se o a bi a y ules and heo e ical manipula ions o g amma s uc u es.
71
2.7.2 Clea Expec a ions o De ining Language “P o iciency” as a
P og am Ou come
Clea expec a ions, which de ine e ms such as “ luency” and “p o iciency”
and desc ibe beha io s and s ages, should be a equi emen o a well-designed
language p og am. An essen ial ques ion when looking a expec ed p og am
ou comes and a e o language acquisi ion is: “Wha does ‘p o iciency’ mean?”
(Collie , 1992; Collie & Thomas, 1997). “Language abili y” encompasses mul iple
aspec s: lis ening, speaking, eading, w i ing, comp ehension, p agma ics, seman ics,
phonology, mo phology, and syn ax, o example. The poin s o compa ison among
he 71 pee - e iewed jou nal a icles, pe o med by Augus and Haku a in 1997 and
desc ibed in a p e ious sec ion, con ained a ying goals o ‘p o iciency’. Language
lea ne s a beginning le els o ins uc ion a e able o success ully use language o
communica e an idea – some imes wi h only a wo d o wo o wi h “al e na i e”
syn ax o ms. Educa o s, as well as esea che s, ha e been seeking o e ine
desc ip ions o s uden abili y as hey de elop hei language skills.
To be e de ine “p o iciency”, amewo ks desc ibing he language use ’s
beha io s o use o language ha e been es ablished as guidelines. The Common
Eu opean F amewo k o Re e ence o Languages: Lea ning, Teaching,
Assessmen o CEFR, (Council o Eu ope, 2011), is one such guideline used o
desc ibe achie emen s o lea ne s o o eign languages ac oss Eu ope. I s use has
sp ead o o he coun ies as well. In he Uni ed S a es, amewo ks such as he ones
included in guidelines o young lea ne s (Tabo s & Snow, 1994), he
Ea ly Language
Lis ening and O al P o iciency Assessmen
(ELLOPA) sco ing ub ic (Thompson, e
al., 2006) and he S uden O al Language Obse a ion Ma ix (SOLOM) (Cali o nia
S a e Depa men o Educa ion, 1981) a e o he examples, all desc ibed below.
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2.7.2.1 CEFR P o iciency Le els
To classi y he p o iciency o lea ne s, CEFR di ides hem in o h ee b oad
di isions ha can be di ided in o six le els: A. Basic Use (A1 b eak h ough o
beginne and A2 ways age o elemen a y). B. Independen Use (B1 h eshold o
in e media e and B2 an age o uppe in e media e) and C. P o icien Use (C1
e ec i e ope a ional p o iciency o ad anced and C2 mas e y o p o iciency.
Fu he mo e, CEFR desc ibes wha a lea ne should be able o do a each le el in he
disc e e language skills o eading, lis ening, speaking and w i ing.
2.7.2.2 P o iciency Le el Guidelines o he Young Lea ne
Rega ding language p o iciency scales c ea ed o he young lea ne , Tabo s
and Snow (1994) desc ibed a ou -s age de elopmen al sequence o second language
acquisi ion in young child en lea ning a new language a e he age o h ee and
be o e he age o eigh . The i s s age is an ea ly pe iod o language de elopmen
(Home Language Pe iod) when he child is jus becoming awa e o o is s ill lea ning
ha mo e han one language exis s. In a social se ing in which hose a ound he
child speak a di e en language, he child may con inue o speak he home language.
The second s age is an ea ly/middle pe iod (Obse a ional/Lis ening Pe iod).
I is a non- e bal pe iod when he child is ga he ing in o ma ion abou he new
language. The child is no doing much alking. The child may ely on non- e bal
communica ion, such as ges u es and acial exp essions, and may espond non-
e bally when asked a ques ion, such as by poin ing o ges u ing. In class oom whe e
only a new language is used wi h no i s language suppo , he child may e en en e
a phase in his pe iod when s/he does no alk a all in ei he language bu spends
addi ional ime lis ening only and esponding non- e bally. In a bilingual class oom,
he child may only a emp o alk wi h hose who speak his o he home language.
79
Academic Language P o iciency (CALP) and Basic In e pe sonal Communica ion
Skills (BICS) (Cummins, 1978, 1980, 1981a, 1981b). In he decades since, esea che s
ha e in es iga ed he ea u es o he language s uden s need o succeed in school in
an a emp o be e de ine hose skills.
Con inued esea ch by Cummins and o he s has b ough educa o s o he
gene al ag eemen ha all s uden s, bo h i s and second language lea ne s, a e
lea ning o manage new sociocul u al and language ou ines in class ooms and
schools and ha in each con en a ea, s uden s make use o specialized ocabula y,
g amma , language unc ions and ela ed discou se s uc u es, and ex ypes. All
s uden s lea ning English, as a i s o a second language, mus lea n o use he
language app op ia ely in mul iple academic en i onmen s, make sense o complex
con en ma e , and a icula e hei unde s anding o ha con en using academic
language. English used in science class ooms d aws on ocabula y, g amma , and
discou se unique o science. Table 4 summa izes he ea u es o academic language.
The de elopmen o academic language occu s wi hin sociocul u al con ex s o
language use, which in ol e he in e ac ion be ween he s uden and he language
en i onmen ; o example, he language o an o al p esen a ion in a class oom will be
di e en om he language used in a w i en epo . As ano he example, he
academic language s uden s use du ing small-g oup in e ac i e ac i i ies may be
di e en om he academic language used when called on by he eache o answe
in on o he class. Wi hin academic disciplines he e a e dis inc pa e ns o o al
and w i en language (Bailey, Bu le , S e ens, & Lo d, 2007). Academic language also
a ies acco ding o egis e ( o mal/in o mal), he ype o ask, he opic, he
pa icipan s’ iden i ies (indi idual/g oup p esen e ), and hei social ole (g oup
leade /g oup membe ).
80
81
Table 4: Fea u es o he Dimensions o Academic Language
As ou lined in p e ious sec ions, ega dless o p og am model, esea ch
indica es ha when s uden s ecei e a minimum o 2 hou s a day in he a ge
language in bilingual class ooms, second language o al and au al language
p o iciency (speaking and lis ening skills) ypically de elop o g ade le el in 3 o 5
yea s (See Sec ion 2.5.2). Academic English p o iciency, howe e , can ake 4 o 7
yea s (Haku a, e al., 2000). Addi ionally, esea che s ha e ound ha his
p o iciency a ainmen happens as e when s uden s begin o lea n he new
language a a younge age (Collie & Thomas, 1989, 1992; Haku a e al., 2000). Cook
Dimension
C i e ia
Fea u es
Discou se
Linguis ic
Complexi y
Amoun o speech/w i en ex
S uc u e o speech/w i en ex
Densi y o speech/w i en ex
Cohe ence and cohesion o ideas
Va ie y o sen ence ypes o o m
o ganized ex
Sen ence
Language Fo ms and
Con en ions
Types and a ie y o g amma ical
cons uc ions
Mechanics o sen ence ypes
Fluency o exp ession
Ma ch language o ms o
pu poses/pe spec i es
Fo mulaic and idioma ic exp essions
Wo d/Ph ase
Vocabula y Usage
Gene al, speci ic, and echnical
language
Mul iple meanings o wo ds and
ph ases
Nuances and shades o meaning
Colloca ions and idioms
Adap ed om WIDA: The Fea u es o Academic Language in he WIDA S anda ds © 2014 Boa d o
Regen s o he Uni e si y o Wisconsin Sys em on behal o he WIDA Conso ium
www.wida.us
82
and Zhao (2011) examined he ime needed o s uden s o each a sco e o p o icien ,
as de ined by local s a e egula ions, in a pape in es iga ing he g ow h o English
p o iciency and con en knowledge a ainmen in bilingual class ooms in he Uni ed
S a es whe e English was he a ge language and s uden s we e ecei ing a daily
minimum o wo hou s in hei new language. O e a 5-yea ins uc ion pe iod, only
10 pe cen o s uden s s a ing wi h he lowes le el o English p o iciency a ained a
sco e o ‘p o icien ’ in 5 yea s.
Fo English language lea ne s o succeed in a bilingual educa ion con ex , hey
mus mas e no only English ocabula y and g amma , bu also he way English is
used in co e con en classes (Sho , 1998). Academic language includes seman ic and
syn ac ic knowledge along wi h unc ional language use. Fo example, when using
English, s uden s mus be able o ead and unde s and exposi o y p ose such as ha
ound in ex books; o w i e pe suasi ely; o a gue poin s o iew; and o ake no es
om eache s’ lec u es. They mus also a icula e hei hinking skills in English,
making hypo heses and p edic ions, exp ess analyses, d aw conclusions, and so
o h. In con en classes, English language lea ne s mus pull oge he hei eme ging
knowledge o he English language wi h he con en knowledge hey a e s udying in
o de o comple e he academic asks associa ed wi h he con en a ea. They mus ,
howe e , also lea n how o do hese asks — gene a e he o ma o an ou line,
nego ia e oles in coope a i e lea ning g oups, in e p e cha s and maps, and such.
The combina ion o hese h ee knowledge bases — knowledge o English, knowledge
o he con en opic, and knowledge o how he asks a e o be accomplished —
cons i u es he majo componen s o academic li e acy (Eche a ia e al., 1998).
These poin s a e also illus a ed as ea u es o academic language in Table 3.
83
Wi hin a Eu opean con ex , Sku nabb-Kangas and Toukomaa (1976) ini ially
b ough a en ion o he ac ha Finnish immig an child en in Sweden o en
appea ed o educa o s o be luen in bo h Finnish and Swedish bu s ill showed
le els o e bal academic pe o mance in bo h languages conside ably below g ade
and age expec a ions. The dis inc ion be ween basic in e pe sonal communica i e
skills (BICS) and cogni i e academic language p o iciency (CALP) in oduced by
Cummins (1979, 1981a) was in ended o d aw a en ion o he e y di e en ime
pe iods ypically equi ed by immig an child en o acqui e con e sa ional luency in
hei second language as compa ed o g ade-app op ia e academic p o iciency in ha
language. As p e iously s a ed, Cummins epo s ha con e sa ional luency is o en
acqui ed o a unc ional le el wi hin abou 2 yea s o ini ial exposu e o he second
language whe eas a leas 5 yea s is usually equi ed o ca ch up o na i e speake s in
academic aspec s o he second language, and subsequen esea ch has suppo ed
hese indings (Collie , 1987, 1984; Cummins, 1981a; Haku a, e al., 2000).
The e ms con e sa ional luency and academic language p o iciency a e used
in e changeably wi h BICS and CALP (Cummins, 2000). Cummins in 2008 epo ed
ha he dis inc ion be ween BICS and CALP was ne e in ended as a comple e heo y
abou language p o iciency. The dis inc ion was mean o demons a e he
unde lying easons o he disc epancies in language pe o mance o bilingual
s uden s, when hese s uden s a e seemingly luen in hei second language (judged
by o al in e ac ions wi h pee s) ye canno cope in school wi h he language o
ex books and he class oom. When eache s hea d child en speaking o ally o
iends, he eache s may ha e come o conside he s uden o be “ luen ” in he
second language. Issues a ose when he s uden s’ academic wo k was analyzed, as
he wo k did no e lec simila “ luen ” language use. Cummins (2000) explains he
84
ins uc ional implica ions o CALP in e ms o h ee elemen s. (1) Cogni i e:
ins uc ion should be cogni i ely challenging using highe -o de hinking skills such
as e alua ing, in e ing, gene alizing, and classi ying. (2) Academic: cu iculum
con en should be in eg a ed wi h language ins uc ion so ha s uden s lea n he
language o speci ic academic a eas. (3) Language: c i ical language awa eness
should be de eloped bo h linguis ically (e.g., con en ions o each language) and
sociocul u ally (e.g., di e en language s a us and use).
Cummins’ ideas a e impo an o bilingual educa ion because hey ela e
di ec ly o c ea ing ins uc ional and lea ning en i onmen s ha maximize he
language and li e acy de elopmen o bilingual s uden s (Cummins, 2000).
2.7.4 In e ac ion and Language Lea ning
Rega ding he impo ance ha in e ac ion plays in he language acquisi ion
p ocess, as a esul o he esea ch, Kuhl (2002) s a ed ha babies canno lea n
ini ial language skills app op ia e o hei age (e.g., phonemic awa eness) om
ele ision o audio eco dings, and i is necessa y o babies o ha e abundan ace-
o- ace in e ac ion o lea n how o alk. In he s udy, Kuhl’s eam exposed 9-mon h
old Ame ican babies o Manda in in a ious o ma s, i s p o iding ace- o- ace
in e ac ions wi h na i e Manda in-speaking eache s and hen compa ing hose
esul s o g oups o child en who ecei ed he same ins uc ion p o ided by
audio isual and audio eco dings o he speake s. Kuhl hen looked a he impac o
his exposu e on he babies’ abili y o make Manda in phone ic con as s (no ound
in English) a 10 o 12 mon hs o age. The p ocess demons a ed ha labo a o y isi s
ea u ing ace- o- ace in e ac ions wi h he na i e Manda in-speaking eache s we e
su icien o he Ame ican babies o dis inguish he Manda in sounds as well as
Taiwanese babies o he same age whose home language was Manda in. Howe e ,
85
he same numbe o labo a o y isi s ea u ing he audio isual o audio eco dings
made no impac on he phonemic awa eness abili ies o he child en s udied.
Ame ican babies exposed o Manda in h ough hese echnologies pe o med he
same as a con ol g oup o Ame ican babies exposed o in e ac ions wi h na i e
English speake s du ing hei lab isi s. This s udy speaks o he impo ance o
meaning ul in e ac ion in language lea ning en i onmen s and indica es ha wi hou
in e ac ion wi h he speake , he babies did no acqui e he abili y o dis inguish
be ween basic language sounds. Fu he esea ch is necessa y o de e mine he
impac ha in e ac ion plays on lea ne s a a wide ange o ages.
Language s uden s need o p ac ice and in e ac wi h o he s using he
language, e en i ha means ha he in e ac ion is no always pe ec . This language
p ac ice can be accomplished h ough s uc u ed and uns uc u ed in e ac ion imes
(F anco 2006). S uden s’ language de elopmen bene i s om less eache alk and
mo e s uden alk (Kagan, 1994b). Tha is o say, mo e s uden in e ac ion abou he
subjec and opics being lea ned esul s in g ea e English p o iciency as e ,
including mo e academic English p o iciency, o he s uden (Eche a ia e al.,
2008; F anco 2006; Kagan 1994a). The oppo uni y o in e ac in he second
language is cen al o de eloping second language p o iciency. Acco ding o esea ch,
lea ne s need oppo uni ies o p ac ice language a hei le el o English language
compe ency (Gopnik, Mel zo , & Kuhl, 1999; K ashen, 1982). This p ac ice using
English o communica e esul s in Comp ehensible Ou pu (K ashen, 1982) which
consis s o p oducing u e ances made by he second language speake which a e
unde s ood by he ecei e o he message.
Engaging in coope a i e lea ning ac i i ies is one s a egy whe e lea ne s o
English ecei e comp ehensible inpu and p oduce comp ehensible ou pu because
86
in a small g oup se ing he eache o classma es modi y o adap he message o he
lis ene ’s needs (Kagan, 1994b). As Kagan poin s ou , when pa icipa ing in
coope a i e g oups, speake s can mo e easily check on he unde s anding o he
lis ene . The e is mo e oppo uni y o o al p ac ice and o epe i ion o con en
in o ma ion as pee s help o he lea ne s o English nego ia e meaning. S uden alk
in a small g oup is cen e ed on wha is ac ually happening a he momen as he ask
is comple ed, and eedback and co ec ion a e non-judgmen al and immedia e. Tha
means i eache s always ha e s uden s si ing in ows and expec o ha e quie
class ooms, language is no going o be easily de eloped.
In si ua ions whe e he bilingual class oom is made up only o s uden s who
all sha e he same home language (as is he case o he class ooms included in his
s udy) eache s may ind i mo e challenging o encou age child en o keep
s uden /pee in e ac ions in he a ge language. A e all, i he dominan language
in he class oom is no he a ge one, and he p ima y conce n o he lea ne is o
communica e, s uden s (especially young lea ne s) may na u ally eso o he
communica ion sys em ha is mos eadily a ailable o hem: hei dominan one. In
hese si ua ions, language p ac ice is no wha he child en a e hinking abou . They
jus wan o ge hei poin ac oss, and hey will use wha e e language sys em is
mos e icien o ge he job done (Fillmo e & Snow, 2000). The e o e, i is na u al
o a class oom o na i e Spanish speake s o speak o each o he in Spanish, no
English.
In o de o keep in e ac ion in he a ge language, second language lea ne s
bene i om ha ing o accomplish a ask which equi es hem o communica e wi h
each o he in a coope a i e, s uc u ed ac i i y (Kagan, 1994b). Kagan also poin s ou
ha i may equi e less e o o a eache o olde s uden s o keep he language o
87
he class oom in he a ge language, because hey a e mo e me acogni i ely awa e o
lea ning ano he language. Fo younge s uden s, he use o humo and making
a ge language ac i i ies un a e good s imuli (F anco, 2006). Playing games ha
use he con en , singing songs using a ge ocabula y and/o he opics s udied,
elling jokes, doing expe imen s, and doing easy c a ac i i ies ha a e s ep-by-s ep
demons a ions s uden s can see and ollow a e ideal ypes o in e ac i e ac i i ies o
second language con en class ooms (Eche a ia, e al., 2008). P o iding s uden s
wi h a language pa ne hey a e equi ed o use he new language wi h, e en an
imagina y pa ne such as a puppe , allows s uden s o see and unde s and he need
o use he a ge language (K ashen, 1994). Telling he class ha he class pe /puppe
only speaks he a ge language and c ea ing ac i i ies designed o alk o he pe also
is a c ea i e way o inc ease in e ac ion in English (F anco, 2006). Teache s a e he
language models in he class ooms and need o p o ide excellen examples o ich,
in e es ing ocabula y o child en a all imes (Eche a ia, e al., 2008). In addi ion,
hey need o know how o s uc u e he class oom day o maximize s uden
in e ac ions (G ogne , Jameson, F anco, & De ick, 2000).
S uden s need o in e ac wi h each o he abou he opic and con en being
augh in o de o de elop no only language compe encies bu also hinking and
academic language skills (K ashen 1994, G ogne e al., 2000). To accomplish his,
eache s should plan coope a i e a he han o he g oup ac i i ies and a ange
ins uc ion so ha s uden s ha e o use he ocabula y and academic language o he
lesson in hei in e ac ions wi h each o he in meaning ul ways. The e a e dis inc
and impo an di e ences be ween uly coope a i e wo k and g oup wo k as is
illus a ed in Table 4. This is no o say ha he e is no a ole o g oup wo k in he
class oom. I is jus o say ha eache s should ealize he di e ences and plan o
88
hem. The wo ypes o ac i i ies yield di e en in e ac ions among s uden s and
di e en end esul s (Kagan, 1994b).
95
common con ex o expe ience wi hin he school i sel . In schools, he e is o dina ily
li le join ac i i y om which common expe iences eme ge, and he e o e esul s in
no common con ex ha allows s uden s o de elop sha ed sys ems o unde s anding
wi h he eache and wi h one ano he . The Andalusian Ho izon 2020 plan speaks o
his s anda d in i s e o s o p omo e a mo e o p ojec -based language lea ning in
i s CLIL p og ams he e.
CREDE’s second s anda d add esses he need o de elop language and li e acy
in bo h languages ac oss he cu iculum. The s anda ds encou age eache s o
de elop language wi hin a wide a ie y o a eas, such as in o mal, p oblem-sol ing,
and academic, ecommending ha eache s os e language h ough pu pose ul,
delibe a e con e sa ion be ween eache and s uden s, a he han h ough d ills and
decon ex ualized ules. CREDE’s guidance u he ecommends ha eading and
w i ing be augh bo h as speci ic cu icula and be in eg a ed in o each con en a ea.
The hi d s anda d o e ec i e pedagogy and lea ning ecommended by
CREDE conce ns he con ex ualiza ion o language. I gi es eache s guidance o
make meaning o language ha connec s o school and s uden s’ li es and conside s
ha “unde s anding” language means connec ing new lea ning o p e ious
knowledge. Assis ing s uden s in making hese connec ions s eng hens newly
acqui ed knowledge and inc eases s uden engagemen wi h lea ning ac i i ies.
Schools ypically each ules, abs ac ions, and e bal desc ip ions, and hey each by
means o hose same ules, abs ac ions, and e bal desc ip ions. E ec i e
ins uc ion assis s s uden s by p o iding expe iences ha show abs ac concep s a e
d awn om and applied o he e e yday wo ld.
The ou h o CREDE’s s anda ds ecommends ha eache s p o ide s uden s
wi h challenging ac i i ies ha each complex hinking. Complex hinking is
96
cogni i ely challenging; ha is, ins uc ion ha equi es hinking and analysis, a he
han o e, epe i i e, de ail-le el d ills. This does no mean igno ing phonics ules, o
no memo izing he mul iplica ion ables, bu i does mean going beyond ha le el o
cu iculum in o he explo a ion o he deepes possible eaches o in e es ing and
meaning ul ma e ials. Wo king wi h a cogni i ely challenging cu iculum equi es
ca e ul le eling o asks, so ha s uden s a e mo i a ed o s e ch hei lea ning. I
also equi es a pu pose ul ma ch be ween w i en ma e ials and s uden s’ language
p o iciency le els.
In i s i h s anda d, CREDE highligh s he impo ance o ins uc ional
con e sa ion. In he Ins uc ional Con e sa ion (IC), he eache lis ens ca e ully,
makes guesses abou in ended meaning, and adjus s esponses o assis s uden s’
e o s. The eache connec s o mal, school knowledge o he s uden 's indi idual,
amily, and communi y knowledge. The IC p o ides oppo uni ies o he
de elopmen o he languages o ins uc ion and subjec ma e . IC is a suppo i e
and collabo a i e e en ha builds in e subjec i i y and a sense o communi y. IC
achie es indi idualiza ion o ins uc ion and is bes p ac iced du ing join p oduc i e
ac i i y. I is an ideal se ing o language de elopmen and allows sensi i e
con ex ualiza ion, and p ecise, s imula ing cogni i e challenge.
2.8.3.1 Th ee basic p inciples
Based on CREDE’s i e s anda ds, h ee basic p inciples o enhance he
lea ning o English as a second language in class ooms we e es ablished (G ogne , e
al., 2000). Th ough collabo a i e aining and esea ch in e ac ions pe o med a he
Cen e o Applied Linguis ics in Washing on, D.C., hese ha e been inco po a ed
in o he SIOP obse a ion ool, which is one o he assessmen s used in he s udy
epo ed he e.
97
The i s basic p inciple is o inc ease he comp ehensibili y o ins uc ion.
The lea ne mus unde s and he message ha is con eyed. Comp ehensible inpu is
a hypo hesis i s p oposed by K ashen (1981). He pu po s ha second language
lea ne s acqui e language by hea ing and unde s anding messages ha a e sligh ly
abo e hei cu en language le el. K ashen conside s comp ehensible inpu o be he
mos impo an ac o o language acquisi ion, and he ega ds incomp ehensible
inpu as a ac o ha hinde s second language acquisi ion. He de ines he good
language eache as someone who can make inpu comp ehensible o a non-na i e
speake , and he belie es ha he bes ac i i ies o he class oom a e hose ha a e
na u al, in e es ing and unde s andable. Simila ly, Li lewood (1984) conside s he
ideal inpu o acqui ing a second language o be simila o he inpu ha young
child en ecei e in hei i s language; comp ehensible, ele an o hei immedia e
in e es s, no oo complex, bu no s ic ly g aded. The c ea o s o he SIOP model
(Eche a ia, e al., 2008) desc ibe comp ehensible inpu as ins uc ion ha includes
app op ia ely le eled speech, gi es clea explana ions and modeling o academic
asks, and uses ins uc ional echniques and s a egies ha p o ide clues and
con ex s o meaning.
To make ins uc ion comp ehensible, eache s can s a lessons by building on
he s uden ’s p io knowledge. They can begin ac i i ies wi h wha s uden s al eady
know and use ac i i ies ha mo e s uden s om conc e e ideas o abs ac hough .
By ecycling concep s ha ha e al eady been lea ned and by building on wha he
s uden s al eady know o on wha hey ha e al eady been augh a he han
con inually p esen ing new concep s, s uden s a e able o make connec ions o
meaning mo e eadily. New ocabula y ha is in oduced wi hin a meaning ul
con ex makes i mo e comp ehensible. When new ocabula y is used epea edly in
98
di e en ac i i ies and is ecycled in a a ie y o con ex s, i s meaning becomes mo e
e iden o s uden s. Teache s can wo k o be ce ain ha he non- e bal clues a e
clea and s aigh o wa dly unambiguous, ep esen ing he a ge cul u e associa ed
wi h he a ge language, bu ee o c oss-cul u al con usions. Fou kinds o isuals
assis in making he meaning o language mo e clea : pic u es/pho og aphs, p ops,
ealia ( he use o au hen ic objec s as opposed o simple a pic u e o he i em), and
g aphic o ganize s. Inc easing and inco po a ing hei use as much as needed o
show meaning assis s language lea ne s in making sense o he language hey a e
hea ing. Demons a ions also show meaning, and hands-on ac i i ies allow s uden s
o use di e en lea ning modali ies o in e ac wi h he language, p o iding mo e
oppo uni ies o cla i y i s meaning. When eache s show he meaning o wha hey
a e alking abou and make an e o o alk abou he con en hey a e showing,
s uden s a e able o make mo e connec ions and unde s and mo e. When eache s
speak na u ally and simpli y, bu no o e simpli y, he language o ins uc ion,
speaking a a le el o language equi alen o he s uden s’ p o iciency le els, s uden s
a e able o comp ehend mo e ully.
S a ing lessons wi h o al and au al ac i i ies i s assis s s uden s no only in
comp ehending he language o ins uc ion, especially when accompanied by isuals
o demons a ions, bu also suppo s li e acy de elopmen . I allows s uden s o
lea n o hea he sounds o English i s and la e a ach hem o w i ing in ex -
based ac i i ies la e in he lesson. W i en ex ha is ca e ully s uc u ed and uses
g aphic o ganize s and isual clues whene e possible also suppo s
comp ehensibili y o s uden s. Focusing on key concep s and key ocabula y
necessa y o lea n co e objec i es o lessons, lea ing ou ex empo aneous language
ha misdi ec s s uden ’s a en ion, emphasizes he cen al in o ma ion s uden s a e
99
expec ed o lea n (G ogne e al., 2000). F anco (2006) a i ms ha he i ems
desc ibed abo e by hemsel es do no inc ease comp ehensibili y since eaching is
no only pe o mance bu equi es he skills o app op ia ely combine s a egies o
make he meaning o ins uc ion mo e e iden o s uden s.
The second basic p inciple add esses he need o eache s o c ea e ac i i ies
ha inc ease in e ac ion and language use among s uden s. This concep was
discussed p e iously in Sec ion 2.7.4, emphasizing he impo an ole human
in e ac ion plays in de eloping language abili ies. Connec ions be ween s uden s’
language lea ning and using he language o comple e meaning ul ac i i ies in
academic con ex s also is de eloped h ough inc eased in e ac ion.
Basic p inciple numbe h ee poin s ou ha by inc easing he use o highe -
o de hinking skills and by p o iding di ec ins uc ion in lea ning s a egies,
eache s assis s uden s in acqui ing no only con en bu also academic language.
S uden s come o school wi h a need o de elop hinking skills and wi h a need o
lea n how o lea n (Jameson, 2002). I is he esponsibili y o he educa o s ha
each hem o help s uden s de elop o hei ull po en ial h ough p ac ice in
hinking skills ha challenge hem o p io i ize, make choices, ca ego ize, make
in e ences, jus i y hei opinions, syn hesize ideas, p ocess hei hinking, exp ess
hemsel es con incingly, de elop o ganiza ional skills, and de elop s udy skills ha
a e app op ia e o he indi idual’s cogni i e abili y, age, and lea ning s yles.
(CREDE, 2014; G ogne e al., 2000; Jameson, 2002). These skills de elop when
eache s ask s uden s he igh kinds o ques ions (G ogne e al., 2000). Table 6
p o ides an illus a ion o he kinds o ques ions eache s can ask s uden s lea ning
English as a second language, aking in o conside a ion hei limi ed English skills
and using s a egies o inc ease comp ehensibili y, om lowe - o highe -le el
100
hinking o de . The able ollows Bloom’s Taxonomy o Lea ning (Bloom, Engelha ,
Fu s , Hill, & K a hwohl, 1956). Teache s should emembe o make hei ques ions
comp ehensible by applying he concep s o inc easing comp ehensibili y (Basic
P inciple #1) when posing ques ions (G ogne e al., 2000).
Table 6: Asking English Lea ne s Ques ions o Thinking
Lowe Le el Thinking
Remembe ing:
Iden i ica ion and
ecall o in o ma ion
Who, wha , when, whe e, how __________________?
Desc ibe _______________________________.
Unde s anding:
O ganiza ion and
selec ion o ac s and
ideas
Re ell ___________________ in you own wo ds.
Wha is he main idea o ____________________?
Highe Le el Thinking
Applying:
Use o ac s, ules,
p inciples
How is ____________ an example o ___________?
How is ______________ ela ed o _____________?
Why is ______________ signi ican ?
Analyzing:
Sepa a ion o a whole
in o componen pa s
Wha a e he pa s o ea u es o _________________?
Classi y __________acco ding o _____________.
Ou line/diag am/web __________________.
How does ____________ compa e/con as wi h ____?
Wha e idence can you lis o _________________?
E alua ing:
De elopmen o
opinions, judgmen s,
o decisions
Do you ag ee?
Wha do you hink abou _____?
Wha is he mos impo an __________?
P io i ize ____________.
How would you decide abou _______?
Wha c i e ia would you use o assess______________?
C ea ing:
Combina ion o ideas
o o m a new whole
Wha would you p edic /in e om _______________?
Wha ideas can you add o________________?
How would you c ea e/design a new ___________?
Wha migh happen i you combined ______ wi h ____?
Wha solu ions would you sugges o ___________?
(Adap ed om Ma yland S a e Dep . o Educa ion, 1991)
101
2.8.3.2 The SIOP: Shel e ed Ins uc ion Obse a ion P o ocol
The Shel e ed Ins uc ion Obse a ion P o ocol (SIOP), is a model o eaching
and a esea ch-based obse a ion ins umen ha has been shown o be a alid and
eliable measu e o ins uc ion p o ided o s uden s lea ning English as a new language
in con en classes (Gua ino, e al., 2001). I was c ea ed o iden i y he ea u es o
ins uc ion o English language lea ne s ha can enhance and expand eache s'
ins uc ional p ac ice (Eche a ia, e al., 2008). The SIOP is he assessmen ool used o
iden i y and quan i y e ec i e eaching beha io s being employed in he pa icipa ing
CLIL class ooms in he s udy de ailed in his s udy. Sho and Eche a ia (1999)
de eloped he SIOP as a esea ch ool o desc ibing e ec i e p ac ice o eache s o
second language lea ne s in con en classes. By a ing eache s using he p o ocol, Sho
and Eche a ia ound ha eache s who sco ed highe on he SIOP scale had a posi i e
e ec on s uden s’ na a i e and exposi o y w i ing skills (Eche a ia e al., 2008; Sho ,
1991; Sho , 1998; Sho & Eche a ia, 1999).
The i s e sion o SIOP was d a ed in he ea ly 1990s. I was used exclusi ely as
a esea ch and supe iso y ool o de e mine i obse ed eache s inco po a ed key
echniques o acili a e language and subjec con en lea ning consis en ly in hei
lessons. This ea ly d a , like subsequen ones, pulled oge he indings and
ecommenda ions om he esea ch li e a u e wi h he p o essional expe iences o he
collabo a ing eache s on e ec i e class oom-based p ac ices (Eche a ia e al., 2008).
The p o ocol e ol ed in o a lesson planning and deli e y app oach, known as he SIOP
Model and has become an ins uc ional app oach o eache s o in eg a e con en and
language ins uc ion o s uden s lea ning h ough a new language. A se en-yea
esea ch s udy, “The E ec s o Shel e ed Ins uc ion on he Achie emen o Limi ed
102
English P o icien S uden s,” was sponso ed by he Cen e o Resea ch on Educa ion,
Di e si y & Excellence (CREDE) and unded by he U.S. Depa men o Educa ion and
was conduc ed beginning in 1996. I in ol ed collabo a ing wi h middle school eache s
who wo ked wi h he esea che s o e ine he ea u es o he o iginal p o ocol:
dis inguishing be ween e ec i e s a egies o beginne , in e media e, and ad anced
English lea ne s; de e mining “c i ical” e sus “unique” shel e ed eaching s a egies;
and making he SIOP mo e use iendly. A subs udy con i med he SIOP o be a alid
and eliable measu e o shel e ed ins uc ion (Gua ino e al., 2001).
Du ing ou yea s o ield es ing, eache implemen a ion and s uden e ec s
we e analyzed. This CREDE esea ch showed ha English lea ne s whose eache s
implemen ed c i e ia included in he SIOP pe o med s a is ically signi ican ly be e on
an academic w i ing assessmen han a compa ison g oup o English lea ne s whose
eache s did no implemen hose s a egies (Eche a ia, e al., 2006). F om 1999 o
2002, he SIOP Model’s p o essional de elopmen p og am was ield- es ed and e ined
o include p o essional de elopmen ins i u es, ideo apes o exempla y SIOP eache s
(Hudec & Sho , 2002a, 2002b), acili a o ’s guides (Eche a ia e al., 2008; Sho ,
Hudec, & Eche a ia, 2002a), and o he aining ma e ials.
Resea che s con inued o es and e ine he SIOP Model in se e al la e s udies.
F om 2004 o 2007, he SIOP esea ch was eplica ed and scaled up in a quasi-
expe imen al s udy in wo U.S. school dis ic s a he middle and high school le els
(Sho , Fidelman, & Lougui , 2012). The ea men eache s pa icipa ed in he
p o essional de elopmen p og am wi h summe ins i u es, ollow-up wo kshops, and
on-si e coaching. S uden s wi h SIOP- ained eache s made s a is ically signi ican
gains in hei a e age mean sco es o o al language, w i ing, and o al p o iciency on
103
he s a e assessmen o English language p o iciency, compa ed o he compa ison
g oup o English lea ne s. F om 2005 o 2011 SIOP esea che s conduc ed a s udy o
he Cen e o Resea ch on he Educa ional Achie emen and Teaching o English
Language Lea ne s (CREATE), looking i s a he SIOP Model in middle school science
class ooms (Himmel, Sho , Richa ds, & Eche a ia, 2009) and la e a he SIOP Model
as he p o essional de elopmen amewo k o a school-wide in e en ion (Eche a ia
& Sho , 2011). The esul s om he expe imen al in es iga ion showed ha s uden s
who had eache s who implemen ed he SIOP wi h g ea e ideli y pe o med be e
han hose who did no implemen SIOP o a high deg ee (Eche a ia, Richa ds-Tu o ,
Chinn, & Ra le , 2011). The di ec co ela ion be ween a g ea e sco e by eache s on
he SIOP and highe achie emen o s uden s lea ning English as a second language is a
clea indica ion ha eache s who use mo e o he s a egies included on he SIOP also
mo e posi i ely a ec s uden language a ainmen .
The p o ocol is composed o 30 i ems g ouped in o 8 sec ions wi h some being
subdi ided in o mo e ca ego ies. The i s sec ion o he SIOP ocuses on p epa a ion
and e alua es con en objec i es, language objec i es, app op ia eness o con en
concep s, supplemen a y ma e ials, le el o con en and ma e ial adap a ions, and
meaning ul ac i i ies. Sec ion 2 ocuses on ins uc ion and looks i s a how he lesson
builds backg ound knowledge o s uden s, e alua ing how lesson concep s a e explici ly
linked o s uden s’ p io lea ning expe iences and how key ocabula y concep s a e
in oduced. Sec ion 3 conce ns comp ehensible inpu and measu es how eache s make
hemsel es mo e unde s ood o he s uden s by hei a e o speech, hei cla i y o
language use, and hei use o modeling, isuals, hands-on ac i i ies, ges u es, g aphic
o ganize s, an icipa ion guides, chunking o w i en ex s and he like. In Sec ion 4,
104
c i e ia look a how lea ning s a egies a e explici ly augh and p ac iced, how s uden
comp ehension is suppo ed and sca olded, and how eache s use a a ie y o
ques ioning s a egies, including highe -o de - hinking ques ions. In e ac ion in he
class oom is he ocus o Sec ion 5, measu ing how equen ly eache s os e in e ac ion
among s uden s, how eache s encou age elabo a ion o s uden esponses, g ouping
con igu a ions, app op ia eness o wai ime, and oppo uni ies o s uden s o ecei e
cla i ica ion in hei i s language. A en ion is gi en in Sec ion 6 o oppo uni ies
p o ided o s uden s o p ac ice and apply hei lea ning using ac i i y-based lessons,
hands-on ma e ials, and an in eg a ion o language skills (lis ening, speaking, eading,
and w i ing). Sec ion 7 looks a how he lesson is deli e ed o e all and measu es how
he con en and language objec i es o he lesson we e suppo ed, he app op ia eness
o he pacing o he lesson, and how engaged he s uden s we e. Sec ion 8 o he SIOP
add esses lesson e iew and assessmen and measu es how he eache included a
comp ehensi e e iew o ocabula y and con en concep s as well as an o e all
assessmen check o s uden comp ehension and lea ning. I ems a e sco ed by he
obse e using a Like scale wi h sco es anging om 0 o 4 (see sample SIOP in
Appendix V). A lesson planning ool de ailing he elemen s con ained in he SIOP
appea s in Appendix VI.
2.8.4 E ec i e Teaching Beha io s in CLIL P og ams
Guidance ecommending e ec i e ins uc ional deli e y in CLIL class ooms
di ec ly connec s o he s anda ds, p inciples, and expec a ions desc ibed abo e in his
sec ion. In a numbe o ways, di ec ion p esen ed by deG aa , Koopman, and Wes ho
(2007) o he implemen a ion o app op ia e CLIL lessons ela es o he discussion o
111
Spain, and hen looking o connec ions be ween hose le els o s a egy implemen a ion
and s uden English language p o iciency gains. The ounda ions o he s udy a e based
cen ally on he esea ch o Eche a ia (2010) and Eche a ia and Sho (2011), in
which hey de eloped he Shel e ed Ins uc ion Obse a ion P o ocol (SIOP) and
iden i ied basic success ul ea u es o ins uc ion o English as a second language
h ough con en . These basic ea u es a e shown o enhance and expand ins uc ion
p o ided by eache s. The hypo hesis o his in es iga ion is he ollowing: Ins uc ional
echniques applied in CLIL p og ams ha e an e ec on s uden s’ lis ening and speaking
skills. As p esen ed in Sec ion 1.3, esea ch ques ions o be in es iga ed and answe ed
a e
Is bes p ac ice o ins uc ional s a egies in bilingual p og ams being employed
in pa icipa ing bilingual class ooms?
Wha CLIL ins uc ional bes -p ac ices a e being employed in he bilingual
class ooms s udied?
Wha a e he language acquisi ion ou comes o s uden s in he bilingual
class ooms s udied?
The s udy was conduc ed om Janua y o May 2013, a e a h ee-mon h planning
phase was comple ed beginning in Oc obe 2012. A imeline and summa y o he
p ocedu es ollowed o comple e i appea below in Table 7, and de ails a e desc ibed in
his chap e .
112
Table 7: Summa y Ou line o P ojec P ocedu es
Planning Pe iod
3 mon hs
1. Design s udy
2. Submi an ou line o he plan o s udy and solici
pe mission om he Delegación Te i o ial de
Educación o conduc s udy in public schools
3. Selec schools o pa icipa e wi h he help o he
Delegación
4. Conduc ini ial mee ings wi h school di ec o s and/o
chie o s udies
5. Selec s uden s o pa icipa e
6. Send le e o pa en s a Epsilon School and ob ain
signed pe mission o s uden s’ pa icipa ion
P e- es phase
1 week
1. Adminis e ELLOPA o all pa icipa ing s uden s a
all cen e s
Class oom Obse a ion
Phase
14 weeks
1. Obse e each pa icipa ing eache bi-weekly in each
class augh in English by ha eache
2. Comple e a SIOP o each obse a ion
3. Comple e a SOLOM o each eache
4. Conduc In e iews wi h all eache s and
ins uc ional assis an s
Pos - es phase
1 week
1. Re-adminis e he ELLOPA o all pa icipa ing
s uden s a all cen e s
3.2 Pa icipan s and P og ams S udied
Th oughou his sec ion de ails desc ibing bo h eache and s uden subjec s o
he s udy a e p o ided, along wi h de ails abou he schools and p og ams which we e
examined. In o ma ion ega ding how subjec s we e iden i ied and selec ed, he
loca ions o he schools, how long each p og am has been ope a ing, how many hou s o
English ins uc ion s uden s ecei e, and which con en a ea subjec s a e included in he
bilingual p og am p o ides con ex o compa isons o o he g oups in u u e s udies
which could ocus on he amoun o e ec i e s a egies being applied in bilingual
113
p og ams in Andalusia. Simila i ies among subjec s, schools, and p og ams included in
his s udy a e poin ed ou and di e ences a e also shown in his sec ion o he chap e .
3.2.1 Subjec s o he S udy
Du ing he planning pe iod, he p ojec was concei ed, schools o pa icipa e
we e iden i ied, and pe missions om he Delegación Te i o ial de Educación, Cul u a
y Depo e de Se illa we e solici ed and ecei ed. A copy o he le e om he
Delegación gi ing app o al o obse e classes in bilingual cen e s in Se ille appea s in
Appendix VIII. Fi e Bilingual Cen e s in Se ille we e selec ed (ou o 19 possibili ies)
based on hei loca ions in he ci y o Se ille (middle-class neighbo hoods) in o de o
p o ide a ep esen a i e sample o he ci y’s bilingual p og ams o he s udy. Ini ially
se en schools we e iden i ied and in i ed o pa icipa e. Fi e accep ed, and we e
included in he s udy. Fo he pu poses o discussion, he i e schools will be e e ed o
as Alpha School, Be a School, Gamma School, Del a School, and Epsilon School.
A pa icipa ing schools, all eache s who p o ided ins uc ion in English o
second g ade s uden s we e included in he s udy: a o al o 11 eache s. The classes
augh in English by hose eache s included English (language de elopmen – AKA
language a s), a , music, science, and physical educa ion (PE), al hough he same
selec ion o classes was no augh a each school. The speci ic classes augh a each
school a ied depending on how indi idual schools had chosen o se up hei CLIL
p og am. In addi ion, he numbe o hou s o English ins uc ion ecei ed by s uden s a
each school a ied al hough all 149 o he s uden s in he s udy we e in he second g ade
in he bilingual p og am s udied a he schools. The names o he schools, numbe o
114
s uden s pa icipa ing a each school, numbe o eache s pa icipa ing a each school,
and classes augh in English a each school appea below in Table 8.
115
Table 8: Da a on Pa icipa ing Schools
As shown in he able, a o al o 7 second g ade classes in 5 di e en schools
pa icipa ed in he s udy, wi h he numbe o s uden s in each class anging om 21 o
Name o
School
Numbe o
S uden s
Pa icipa ing
Numbe
o
Teache s
Classes
Taugh
in English
Addi ional
In o ma ion
Alpha
School
43
(2 class
sec ions)
G oup 1 = 22
G oup 2 = 21
2
English
Language
Science
A
2 eache s each English o 2
en i ely di e en g oups o
s uden s; eache s do no sha e
s uden s
Be a
School
20
3
English
Language
Science
Physical
Educa ion
3 eache s each di e en
con en subjec s o he same
g oup o s uden s; eache s
sha e s uden s
Gamma
School
20
2
English
Language
Science
A
2 eache s each di e en
con en subjec s o he same
g oup o s uden s; eache s
sha e s uden s
Del a
School
21
1
English
Language
Science
A
One eache eaches all subjec s
o all s uden s in he g oup
Epsilon
School
45
(2 class
sec ions)
G oup 1 = 22
G oup 2 = 23
3
English
Language
Science
A
Music
3 eache s each di e en
con en subjec s o wo di e en
g oups o s uden s; eache s
sha e s uden s
TOTALS
149 o al
s uden s
7 o al classes
11
116
23. A some schools, di e en eache s p o ided ins uc ion o a single g oup o s uden s
o o wo g oups a he same school. A o he schools, a single eache p o ided all he
ins uc ion o a g oup o s uden s. All second g ade class ooms a each pa icipa ing
school we e included in he s udy, wi h he excep ion o Be a School, whe e he en i e
g oup in a second class in he a ge g ade was composed o s uden s iden i ied as being
in need o special educa ion se ices o cogni i e, lea ning o beha io al issues. The
di ec o he e eques ed o ha e ha class oom excluded, and, he e o e, only one o he
second g ade classes a Be a School was included in he s udy, so all s uden s in ha
ca ego y we e excluded a all schools. Th ee schools had only one class oom o s uden s
in he second g ade, and he emaining wo schools had wo each. S uden s who li e in a
home whe e a language o he han Spanish is spoken we e iden i ied and pa icipa ed in
he s udy (n=12). One s uden who ecei es a one-hou pe week in e en ion o
Spanish as a second language assis ance (ATAL: Aulas empo ales de adap ación
linguis ica) was also iden i ied and included in he s udy. Ano he g oup o s uden s was
iden i ied and also included in he s udy: child en who a ended addi ional English
classes a p i a e language academies (n=20). These h ee a iables we e accoun ed o
h ough da a disagg ega ions when analyzing he s udy in o ma ion collec ed.
3.2.2 Schools, Class oom Ma e ials, and Resou ces
The i e pa icipa ing schools in his p ojec had many commonali ies and many
di e ences, he cha ac e is ics o which a e explained h oughou his chap e . All
schools included in his s udy we e designa ed as Bilingual Cen e s and we e loca ed in
middle-class neighbo hoods in he ci y o Se ille, Spain. To al school popula ions anged
om 315 s uden s o 566. Two o he i e schools made elec onic whi eboa ds a ailable
117
in he class ooms; howe e , on he occasions when hey we e used, he pu pose was o
o he han inc easing comp ehensibili y o con en o language. Pages o he ex book o
handou s we e p ojec ed, o music was playing while an image was shown. These
elec onic boa ds ha e a much g ea e po en ial in suppo ing language de elopmen ,
since hey can eadily show wha he eache is alking abou , using isuals and pic u e-
based ocabula y i ems and hei ela ionships. They can also p o ide manipula i e
ac i i ies since hey ha e ouch sc een capabili ies. All he eache s who had access o an
elec onic boa d epo ed h ough an in e iew session (see Appendix IX) ha hey had
ecei ed li le o no aining in how o use hem. They also epo ed ha hey had spen
no ime on hei own esea ching o ying o igu e ou hei use o applica ion in he
class oom.
All i e schools had a na i e-speaking ins uc ional aide (IA) assis ing eache s in
class ooms wice a week. These IAs came o he schools h ough he B i ish Council.
When in e iewed (See he lis o in e iew ques ions in Appendix X), all IAs epo ed
ha hey had no p e ious eaching expe ience and ha hey had ecei ed a one-day
p esen a ion o ac i i ies o use a hei assigned loca ions be o e being placed. They
said hei only knowledge abou wha o do in a class oom in hei suppo posi ions
came om being di ec ed by a class oom eache . All 11 eache s epo ed in summa y
in e iews ha hey had ne e had any aining in how a na i e speake in he class oom
can be used o enhance hei ins uc ion. Consequen ly, his obse e saw ha in
class ooms, IAs we e unde u ilized, and nume ous oppo uni ies o ake ad an age o
ha ing a model o a na i e English speake assis du ing lessons we e o e looked. Fo
example, i was obse ed ha o e 50% o he IAs’ ime was spen doing no hing mo e
in classes han obse ing eache s, wai ing o be di ec ed o in e ac in some way wi h
118
he s uden s. The emainde o hei ime was spen ci cula ing in he class oom while
s uden s we e comple ing w i en sea wo k. IAs hen spoke in English o ead o he
s uden s and assis hem in comple ing hei asks. Occasions we e a e when an IA
p esen ed o he class o led hem in an ac i i y. Bo h eache s and IAs epo ed in hei
in e iews wi h his obse e ha hey had no scheduled common planning ime, and
IAs p o ided assis ance in 5 o 6 di e en g ades a day. Consequen ly, IAs en e ed
class ooms on a daily basis wi h no conc e e assignmen s gi en o hem ahead o ime.
Fo ins ance, i was obse ed ha IAs pe o med andom asks in he class ooms a he
han being scheduled in classes a imes when egula asks we e being p esen ed which
hey would be p epa ed o ou inely lead, an unde u iliza ion o hei na i e speaking
abili ies and an indica ion ha no conc e e plan o how o use hese IAs had been
planned ou .
All schools and classes based ins uc ion on a s a e-app o ed cu iculum and
used books adop ed on a ci y-wide basis. The ex books in English p esen ed w i en
language wi hou modi ica ions o suppo second language comp ehension. Ma e ials,
con en , and ins uc ion we e di ec ed a only one le el o knowledge and language
p o iciency. Supplemen al ma e ials we e seldom used and hen consis ed o only pape ,
scisso s, glue, lashca ds, CD playe s, and c ayons. I was a e o see eache -made
ma e ials being used in hese class ooms. In music class, he ex book was in Spanish,
and he eache p o ided no supplemen al ma e ials in English, ye lessons we e gi en
by he eache in English.
All schools had a w i en bilingual p og am plan a ailable. Acco ding o he
di ec o a one school, no no ms o equi emen s we e made a ailable ha would
p o ide hem wi h guidance in c ea ing he school’s bilingual p og am. Tha di ec o
119
epo ed ha he el ha he plan hey had submi ed had been e iewed only wi h an
eye o ensu ing ha he school had su icien esou ces o implemen a p og am (e.g.,
numbe o English-speaking eache s). A eache sha ed du ing he in e iew s ep o he
s udy ha in o de o hei plan o be app o ed by Delegación Te i o ial de
Educación, i had o i s ecei e eache and pa en app o al, and a e 2014 all
pa icipa ing eache s had o demons a e a minimum o a (CEFR) B2 le el o English.
The schools’ plans all included a equi ed p o essional de elopmen componen o
eache s, s ipula ing ha e e y 6 yea s eache s mus ecei e a minimum o 60 hou s o
p o essional de elopmen in educa ion, bu he plans did no equi e a speci ic opic o
ha aining no s ipula ed ha i needed o be CLIL-o ien ed. Any opic o s udy me
his equi emen . A all schools he bilingual p og am had been ini ia ed wi hou any
g oup aining o mee ings whe e he pa icipa ing eache s could discuss pedagogy,
de elop s a egies, es ablish a common unde s anding o ision o he p og am, o
e iew cu iculum. Addi ionally, a no school we e egula o on-going mee ings
scheduled o equi ed among he eache s in he bilingual p og ams in o de o discuss
pedagogy, s uden achie emen , eaching s a egies o p og am de elopmen . Teache s
epo ed hey we e p o ided wi h a cu iculum o he subjec s hey we e eaching and
books in English and old o each he g ade-le el con en in English. Only one o he 11
pa icipa ing eache s epo ed e e ha ing had any aining in how o each con en in
English. In ace- o- ace in e iews p o iding mo e open-ended s udy in o ma ion, all
eache s s a ed ha hey we e unawa e o any aining being o e ed o eache s in
bilingual p og ams o he han English classes. They did no know o any ini ia i es o
suppo hem in de eloping eaching s a egies o hei bilingual classes.
120
One di e ence iden i ied among schools was he design o hei bilingual
p og ams, which a ied widely. The leas numbe o hou s o ins uc ion p o ided in he
second g ade in English classes was 4.5 hou s a week; he g ea es numbe was o e
wice ha : 10 hou s. One o he easons o his wide a iabili y in p og am hou s is due
o he ac ha schools a e no p o ided by he o e seeing agency, Delegación
Te i o ial de Educación, wi h no ms no equi emen s ha call o a consis en
numbe o hou s o English ins uc ion o c ea e p og ams ac oss schools. Schools ha
wish o implemen a p og am p epa e a plan based on hei capaci ies o p o ide
English ins uc ion and submi i o he Delegación o ice, which e iews he plan o
app o al based on i s easibili y. Despi e he di e ences o he p og ams, schools, and
esou ces a ailable o eache s, s uden pe o mance in English showed no s a is ically
signi ican di e ences (see Sec ion 3.6.1 below).
3.2.3 School #1 Alpha School
The bilingual p og am a Alpha School was in i s ou h yea o implemen a ion
a he ime his s udy was conduc ed and included s uden s up o he second g ade,
al hough hey had a plan in place o he p og am o g ow in he coming yea s o include
up o g ade 8. Bo h pa icipa ing eache s a his school had 4 yea s o expe ience
eaching in a CLIL p og am. The s uden s who pa icipa ed a his school in his s udy
had ecei ed some English ins uc ion o 4 yea s: wo yea s o p e-bilingual
(an icipación bilingüe) du ing hei p e-kinde ga en yea s and hen bilingual classes in
i s and second g ades. Two second g ade classes and wo eache s om his school
pa icipa ed in he s udy, each p o iding all he English ins uc ion o one o he wo
di e en g oups o second g ade s.
127
hou s s uden s spen s udying in English du ing a week had no impac on s uden s’
English language pe o mance: hey we e all pe o ming a he lowes le el o
p o iciency on he CEFR and ELLOPA scales. Since he numbe o yea s eache s had in
eaching in a bilingual p og am equaled he numbe o yea s a p og am exis ed a a
school, ha a iable also had no e ec on s uden pe o mance le els in English. Da a,
de ails, and u he discussion suppo ing hese indings a e p esen ed in Sec ion 3.6.5.
3.4 The Assessmen Tools Used in This S udy
Th ee assessmen ools, all p e iously discussed in Chap e 2, we e employed in
his esea ch s udy: he ELLOPA, he SIOP, and he SOLOM. Desc ip ions o he
implemen a ion p ocedu es used o ga he da a o his s udy a e included in he
subsec ions below. Da a collec ed and a epo ing o he esul s o he adminis a ion o
hese measu es a e discussed in upcoming Sec ions 3.5 and 3.6. Explana ions o how he
esul s connec and ela e o each o he a e included in sec ion 3.7.
3.4.1 ELLOPA
The esea ch-based Ea ly Language Lis ening and O al P o iciency Assessmen
(ELLOPA) was used as a p e- es and a pos - es o measu e he au al/o al language
p o iciency le els o all second g ade s uden s (8 and 9 yea olds) who pa icipa ed in
his s udy. Du ing a one-week pe iod a he beginning o he s udy, in o de o es ablish
a baseline o s uden language p o iciency le els, he ELLOPA was adminis e ed and
s uden s we e a ed in ou skill a eas: o al luency, g amma , ocabula y, and lis ening
comp ehension. The sco es s uden s achie ed in he ou indi idual skills a eas we e
a e aged in o one inal sco e. Upon comple ion o all class oom/ eache SIOP
obse a ions, adminis a ion o he ELLOPA was epea ed as a pos - es wi h he same
128
g oups o second g ade s uden s who pa icipa ed in he assessmen p ocess a he
beginning o he p ojec . This p o ided a se o da a o compa e wi h he ini ial da a
achie ed, showing le els o language acquisi ion g ow h. De ails o he ELLOPA sco ing
ub ic, a ings le els, and equi alen s o CEFR le els we e desc ibed in Chap e 2
Sec ion 2.7.2.3 and copies o ELLOPA documen s a e included in Appendices I and II.
S uden s ecei ing a a ing o 1 ( he lowes a ing on a scale o 1 o 4) in o al
luency we e hose who could p oduce only isola ed wo ds and/o high equency
exp essions (such as “good mo ning” and “ hank you”) and ended o a emp o
communica e exclusi ely in he na i e language. S uden s a ed a he highes le el o
o al luency on he ELLOPA scale (a a ing o 4) can pa icipa e in simple con e sa ions
by c ea ing s a emen s in English a a sen ence le el, al hough in a limi ed manne .
These s uden s can in e ac o ally abou social and academic opics. In he ca ego y o
lis ening comp ehension, s uden s a ed a he lowes le el (a a ing o 1) ecognize only
isola ed wo ds and high- equency exp essions (e.g., Hello? How a e you?), and a he
nex le el can unde s and p edic able ques ions, s a emen s and commands in amilia
opic a eas, bu need s ong con ex ual suppo (e.g., ges u es, isuals) o success ully
comp ehend. A he highes a ed le el o lis ening comp ehension asks (a a ing o 4),
s uden s demons a e comp ehension o amilia and new ques ions and commands a a
sen ence le el wi hin con en opics hey ha e s udied. They can ollow a con e sa ion a
a ai ly no mal a e.
The alidi y es ing o he ELLOPA ook place in 2001–2002 (Thompson e al.,
2006). O e all, esul s om he da a analyzed p o ided suppo o he alidi y o he
ELLOPA's claim o assess lis ening comp ehension and speaking p o iciency in a second
language o young lea ne s ac oss languages. Du ing alidi y sampling, in gene al,
129
eache s ended o a e hei s uden s sligh ly highe o all skills han he ou side
ained e alua o s who adminis e ed he ELLOPA. Co ela ions we e epo ed as
mode a ely signi ican , anging om 0.48 o 0.61 be ween he ELLOPA a ings and he
eache a ings.
3.4.2 SIOP
A e se e al yea s o ield- es ing he Shel e ed Ins uc ion Obse a ion P o ocol
(SIOP), a s udy was conduc ed o es ablish he alidi y and eliabili y o he ins umen
(Gua ino, e al., 2001). Findings indica ed ha he SIOP is a highly eliable and alid
measu e o shel e ed ins uc ion. Addi ional in o ma ion desc ibing he SIOP was
included in Sec ion 2.8.3.2.
In o de o ga he da a on he quan i y o e ec i e eaching s a egies eache s
employed du ing a con inuous 14-week pe iod, ins uc ion was obse ed by he au ho
o his s udy du ing 108 school isi s o he 5 pa icipa ing schools using he SIOP. In
o al, 160 hou s o class oom ins uc ion was obse ed du ing bi-weekly 20-minu e
class oom obse a ions o he 11 pa icipa ing eache s. These included a minimum o
one obse a ion e e y o he week o each pa icipa ing eache in each class augh in
English by ha eache . A comple e schedule o obse a ions conduc ed o his s udy is
included in Appendix XI.
3.4.3 The SOLOM
Also du ing he phase o SIOP da a collec ion, pa icipa ing eache s’ le els o
English language p o iciency we e a ed using he S uden O al Language Obse a ion
Ma ix (SOLOM). Casual in e ac ions be ween he eache and he au ho o his s udy,
along wi h a b ie in e iew o he eache s (see Appendix IX), allowed he au ho o
130
collec his in o ma ion. De ails ega ding he SOLOM we e p esen ed and discussed in
Sec ion 2.7.2.4., and a copy can see seen in Appendix IV. No eliabili y o alidi y
in o ma ion abou his ool is a ailable.
3.5 SIOP and SOLOM Da a
SIOP da a o his p ojec we e collec ed and analyzed in ou a eas:
1. O e all mean SIOP sco es by schools
2. Yea s o bilingual educa ion p og am implemen a ion and SIOP sco es
i. co ela ed o mean school SIOP sco es
3. SIOP and SOLOM sco es by eache
4. SIOP sco es by subjec a ea
i. Mean SIOP sco es in each subjec a ea
ii. SIOP sco es o indi idual eache s by subjec a ea
Fo his s udy, co ela ed da a a e analyzed by applying quan i a i e esea ch me hods
(i.e., Pea son P oduc Momen Co ela ion, coe icien o “Pea son ”) o make
bi a ia e associa ions o measu e how s ong he ela ionships a e be ween hese
a iables. The Pea son is used o con i m a hypo hesis ha when one ac ion, e en , o
beha io occu s, we a e likely o see a consis en esponse whe e
A pe ec co ela ion 1.0
High co ela ion .5 o 1.0 o -0.5 o 1.0
Medium co ela ion .3 o .5 o -0.3 o .5
Low co ela ion 1.0 o .3 o -0.1 o -0.3
No co ela ion a all exis s = 0
131
These co ela ion coe icien s help o de e mine how s ong he linea associa ion is
be ween he di e en a iables.
3.5.1 O e all Mean SIOP Sco es
SIOP da a was ga he ed h ough 160 hou s o class oom obse a ion. Each o he
30 c i e ia obse ed on he SIOP is sco ed on a scale o 0 h ough 4; hus he highes
mean sco e possible is 4 (highly e iden ) and he lowes possible sco e is 0 (no e iden ).
The desc ip o o a sco e o 2 is “somewha e iden ”. A sco e o 1 alls hal way be ween
“somewha e iden ” and “no e iden ”. (See sample SIOP, Appendix V). As he mean
SIOP sco es by school show in Table 14 below, only one school achie ed a mean sco e
abo e 1: Del a School a 1.09. All o he mean sco es o all o he schools all be ween o.5
and 0.87. The a e age o all schools was 0.75.
Table 14: O e all Mean SIOP Sco es by School
SCHOOL NAME
MEAN SIOP SCORE
Alpha School
0.87
Be a School
0.50
Gamma School
0.69
Del a School
1.09
Epsilon School
0.60
AVERAGE OF ALL SCHOOLS
0.75
Tables showing he mean sco es by subjec a ea o each o he 30 SIOP c i e ion
o all 5 schools a e displayed in Appendix XII. Tables showing c i e ion mean sco es by
eache in he con en a eas hey augh appea in Appendix XIII. These we e he da a
used o achie e he mean SIOP sco es shown in Table 14, abo e.
132
The mean SIOP sco es o each school a e consis en ly low on a scale o 0 o 4 as
all a e less han 1.1. This da a leads o his ques ion: Because all mean sco es all
be ween 0.5 and 1.09 on a scale o 0 o 4, does any single school in he s udy employ
s a egies o p omo e subjec con en and language lea ning in a second language a a
le el ha has a s a is ically signi ican di e ence om he o he schools? To es he
signi icance o he di e ence be ween hese low sco es, a null hypo hesis was used:
The e is no s a is ically signi ican ela ionship when compa ing hese SIOP sco es o
all schools on a scale o 0 o 4. Nex , an exac con ingency able es was pe o med (see
Appendix XV), which showed ha he e is a p obabili y o 4.8E-92 (p < .001), indica ing
a e y low p obabili y ha he di e ences be ween he low sco es we e s a is ically
signi ican . The null hypo hesis was p o en. This indica es ha he esul s ound we e
consis en and applied o all eache s in all schools: all eache s we e ou inely obse ed
o be a a le el desc ibed as hal way be ween “somewha e iden ” and “no e iden ” in
employing s a egies o simul aneously p omo e language de elopmen and con en
a ea knowledge, a quali ica ion ha would be conside ed in need o signi ican
imp o emen .
Table 15 below illus a es mean sco es achie ed in he 30 SIOP c i e ia by all 11
eache s obse ed as pa o his s udy. The able also shows he s anda d de ia ions o
he sco es by indi idual c i e ia.
133
Table 15: SIOP Mean C i e ion Sco es and Thei S anda d De ia ions
SIOP CRITERIA
#
MEAN SCORE
OF ALL
TEACHERS
STANDARD
DEVIATION
1
0
0
2
0
0
3
2.7
0.43
4
1
1.10
5
0.31
0.57
6
1.13
0.77
7
0.16
0.31
8
0.24
0.68
9
1.12
0.73
10
1.74
0.56
11
1.12
0.55
12
1
1.05
13
0.26
0.35
14
0.18
0.30
15
0
0
16
0
0
17
0
0
18
1.62
0.57
19
2.68
0.68
20
0.65
0.64
21
0.70
0.66
22
0.70
0.85
23
0.32
0.77
24
0.22
0.63
25
1.44
0.95
26
1.30
0.80
27
0.06
0.30
28
0.06
0.30
29
1
1.02
30
0.22
0.71
As he da a shows, he g ea es s anda d de ia ion was 1.10 o c i e ion #4,
which had a mean sco e o 1. This indica es ha some eache s may ha e achie ed as
much as a 2.1 (somewha e iden ) mean sco e (bu no highe ) o his c i e ion in a
pa icula subjec a ea, and o he s may ha e achie ed as li le as 0 (no e iden ). Only 3
c i e ia ha e a s anda d de ia ion o g ea e han 1. They a e
134
#4 (discussed in he pa ag aph abo e) wi h a mean o 1 and a s anda d
de ia ion o 1.10
#12 wi h a mean o 1 and a s anda d de ia ion o 1.05
#29 wi h a mean o 1 and a s anda d de ia ion o 1.02
The emaining 27 c i e ia ha e a s anda d de ia ion o less han 1. Since 5 o he c i e ia
ha e means o 0, hen 22 c i e ia ha e a s anda d de ia ion be ween 0.1 and 1. This
inding is consis en wi h he indings suppo ing he null hypo hesis es ed abo e,
indica ing ha on all 160 obse a ions made, o all c i e ia, SIOP sco es we e
consis en ly low wi h a low p obabili y o s a is ically signi ican de ia ions. The e we e
no any lessons augh by eache s on days whe e sco es we e signi ican ly highe . Upon
examining he wo highes mean sco es, bo h abo e 2.0, #3 had a mean o 2.70 and a
s anda d de ia ion o 0.43; and #19 had a mean o 2.68 and a s anda d de ia ion o
0.68. This indica es ha some eache s did pe o m a a le el be ween “somewha
e iden ” (SIOP sco e o 2) and “highly e iden ” (SIOP sco e o 4) in hese c i e ion on
some occasions in a gi en subjec a ea. Howe e , he examina ion o all s anda d
de ia ions o mean sco es indica es ha eache pe o mance o SIOP c i e ia was
consis en and de ia ed e y li le om lesson o lesson, meaning ha e en he highes
mean sco es had no s a is ical signi icance. Teache s we e ou inely sco ing low on all
i ems measu ed by he SIOP wi h no di e ences ha we e s a is ically signi ican .
Following CLIL ene s, eache s we e expec ed o modi y hei eaching s a egies
o accommoda e he needs o second language lea ne s in con en classes, including
simpli ying w i en ex . Lesson p esen a ions and educa ional ma e ials, including
ex books, should ha e e lec ed he CLIL app oach which is mo e han simply
p esen ing he na i e-language cu iculum in a o eign language (G addol, 2006).
135
Howe e , he ins uc ion, cu iculum, and ma e ials used in he classes obse ed o his
s udy consis en ly did no e lec a CLIL app oach: hey we e designed as ins uc ion
would be p esen ed o na i e English speake s wi h no di e en ia ion e iden . This is
e lec ed h ough he esul ing sco es om di ec obse a ions o he 30 SIOP c i e ia,
which we e shown in Table 15. Teache beha io desc ip ions o each c i e ion a ge ed,
wha a sco e o 4 (highly e iden ) looks like in he class oom, and a desc ip ion o wha
was ac ually obse ed in class ooms appea below. Sco es lis ed e lec he o e all mean
om all eache s in each c i e ion, as epo ed in Table 15. Again, a sco e o 4 means
“highly e iden ”; 2 means “somewha e iden ”; and a sco e o 0 means “no e iden ”.
SIOP Sec ion 1: Lesson P epa a ion. E ec i e lesson p epa a ion ensu es ins uc ional
igo and ele ance. I hough ully iden i ies ins uc ional goals and objec i es o bo h
language lea ning and con en lea ning, aking in o accoun he le el o language
p o iciency ha he s uden s ha e. Con en and language objec i es a e gi en equal
impo ance and e lec con en concep s, use o supplemen a y ma e ials, adap a ion o
con en , and applica ion o meaning ul class oom ac i i ies.
#1 C i e ion: Con en objec i es a e clea ly de ined, displayed, and e iewed wi h
s uden s.
Wha does a sco e o 4 (highly e iden ) look like?
Con en objec i es should be p esen ed o s uden s in comp ehensible ways a he
beginning o a lesson. The con en objec i es should be p esen ed o ally and in
w i ing and should be ied o a speci ic g ade-le el con en s anda d. They a e o
he s uden s so hey ha e a pic u e o wha hey will be expec ed o know and be
able o do a he end o he lesson.
Mean sco e achie ed by eache s in his s udy: 0.0
136
Wha was obse ed:
Con en objec i es we e nei he s a ed no emphasized by eache s in any lesson
obse ed. Since he pa icipa ing eache s had li le o no aining in how o each
hei espec i e con en a eas h ough English as a second language, i is logical
ha he con en objec i es would no be gi en speci ic a en ion, which e lec s
ha he eache s we e no awa e o he bene i s o doing his comp ehensibly,
which would simul aneously de elop lesson ocabula y, ac i a e backg ound
knowledge, c ea e in e es o he lesson, e c.
#2 C i e ion: Language Objec i es a e clea ly de ined, displayed, and e iewed wi h
s uden s.
Wha does a sco e o 4 (highly e iden ) look like?
Language objec i es should be p esen ed o s uden s in comp ehensible ways
a he beginning o he lesson. They should be p esen ed o ally and in w i ing
and should be ied o a speci ic g ade-le el con en s anda d. They a e o he
s uden s so hey ha e a pic u e o wha hey will be expec ed o do in he
a ge language in lis ening, speaking, eading and w i ing. The language
objec i es should e lec he s uden s’ a ying le els o language p o iciency.
Mean sco e achie ed by eache s in his s udy: 0.0
Wha was obse ed:
Language objec i es we e no add essed by any eache in any way in any
lesson obse ed. Since he pa icipa ing eache s had li le o no aining in
how o each hei espec i e con en a eas h ough English as a second
language, i is logical ha hey we e unawa e o he bene i s o poin ing ou o
143
#12 C i e ion: A a ie y o echniques a e used o make con en concep s clea (e.g.,
modeling, isuals, hands-on ac i i ies, demons a ions, ges u es, body language).
Wha does a sco e o 4 (highly e iden ) look like?
The eache ensu es ha all s uden s know wha hey a e expec ed o know
and be able o do in a con en a ea using a a ie y o echniques including
demons a ions, modeling, ansla ion o he i s language, and s uden ’s
pa aph asing he ask.
Mean sco e achie ed by eache s in his s udy: 1.0
Wha was obse ed:
Wi h li le a ia ion, he mos p e alen eaching echniques employed in he
classes obse ed we e lec u e and ansla ion. Ins uc ion in English seldom
con ained modeling, hands-on ac i i ies, demons a ions, o isuals
connec ed o he meaning o he English used in class. Some ges u es we e
used on occasion by eache s o inc ease comp ehension, and s uden s we e
occasionally allowed o use a limi ed a ay o manipula i es hough eache s
a ely led ac i i ies connec ing he manipula i es o any language o con en
in English.
SIOP Sec ion 4: S a egies. Teache s and s uden s need o use speci ic language and
con en lea ning s a egies in lessons. Teache s mus sca old ins uc ion, beginning a a
le el ha encou ages s uden success and p o iding suppo o mo e he s uden s o a
highe le el o unde s anding and accomplishmen . Teache s highligh s udy skills and
lea ning s a egies o s uden s and c ea e asks and ask highe -o de ques ions ha
equi e s uden s o use he s a egies and alk abou hem.
144
#13 C i e ion: Ample oppo uni ies a e p o ided o s uden s o use lea ning
s a egies.
Wha does a sco e o 4 (highly e iden ) look like?
Tasks h oughou he lesson equen ly equi e s uden s o use hinking skills
beyond simple knowledge and comp ehension. The asks also equi e
s uden s o apply, analyze, syn hesize, e alua e, and make judgmen s abou
he ma e ial p esen ed.
Mean sco e achie ed by eache s in his s udy: 0.26
Wha was obse ed:
S uden s we e encou aged o lea n h ough memo iza ion o ocabula y i ems
o language chunks a he han h ough applying, analyzing, o c ea ing wi h
he language. They comple ed wo kshee a e wo kshee o basic knowledge
and comp ehension asks. They we e no gi en oppo uni ies o c ea e
u e ances on hei own in English. No ins uc ion leading s uden s in hei
de elopmen o lea ning s a egies we e p esen .
#14 C i e ion: Sca olding echniques a e consis en ly used, assis ing and suppo ing
s uden unde s anding.
Wha does a sco e o 4 (highly e iden ) look like?
Ins uc ion includes equen p esen a ion, eaching, and euse o lea ning
s a egies ha suppo s uden comp ehension. S uden s a e o e ly augh o
lea n how o lea n h ough use o s a egies such as hink-alouds, g aphic
o ganize s, highligh ing key concep s and ideas, no e aking skills, e c.
Mean sco e achie ed by eache s in his s udy: 0.18
Wha was obse ed:
145
Suppo s o comp ehension o meaning we e no e iden . Language meaning
was consis en ly achie ed h ough ansla ions a he han h ough sca olded
p esen a ions. Some use o isuals was occasionally obse ed.
#15 C i e ion: A a ie y o ques ions o asks ha p omo e highe -o de hinking
skills (e.g., li e al, analy ical, and in e p e i e ques ions) a e p o ided.
Wha does a sco e o 4 (highly e iden ) look like?
Tasks h oughou he lesson equi e s uden s o use hinking skills beyond
simple knowledge and comp ehension. The asks also equi e s uden s o
apply, analyze, syn hesize, e alua e, and make judgmen s abou he ma e ial
p esen ed.
Mean sco e achie ed by eache s in his s udy: 0.0
Wha was obse ed:
Ques ion ypes and asks wholly lacked a ia ion. Ques ions and asks
equi ed s uden s o use basic knowledge h ough memo iza ion. In con en
classes, such as science, lowe - hinking-le el comp ehension ques ions we e
mos o en asked (e.g., Is a snake a e eb a e o an in e eb a e?), bu no
highe -o de hinking ques ions o asks we e assigned which would equi e
s uden s o apply English p ac iced, analyze con en in English, exp ess
opinions abou wha hey lea ned, o c ea e wi h he language in any way.
SIOP Sec ion 5 In e ac ion. High quali y language lea ning classes p o ide equen
oppo uni ies o in e ac ion and discussion be ween eache and s uden s, and among
s uden s. I is h ough discussion wi h classma es and wi h he eache ha ELLs
p ac ice impo an skills like elabo a ing, nego ia ing meaning, cla i ying and
con i ming in o ma ion, pe suading, disag eeing, and e alua ing.
146
#16 C i e ion: F equen oppo uni ies a e allowed o in e ac ion and discussion
be ween eache and s uden and among s uden s, encou aging elabo a ed esponses
abou he lesson concep s.
Wha does a sco e o 4 (highly e iden ) look like?
S uden s a e allowed s uc u ed and uns uc u ed in e ac ion imes o
p ac ice he con en hey a e lea ning in he new language. The e is less
eache alk and mo e s uden alk, ha is, mo e s uden in e ac ion abou he
subjec and opics being lea ned. S uden s a e s a egically p o ided wi h
oppo uni ies o p ac ice language a hei le el o language compe ency.
Mean sco e achie ed by eache s in his s udy: 0.0
Wha was obse ed:
The eache oice was he one mos p esen in he class. In e ac ion among
s uden s was speci ically discou aged as opposed o o ganizing in e ac ion –
s uc u ed o uns uc u ed – as a lea ning s a egy du ing ins uc ion.
Oppo uni ies o s uden - o-s uden o small-g oup p ac ice was absen .
When s uden s did in e ac wi h each o he , hey did so in Spanish and as an
o - ask beha io .
#17 C i e ion: G ouping con igu a ions suppo language and con en objec i es o he
lesson.
Wha does a sco e o 4 (highly e iden ) look like?
The class oom is se up in a way ha acili a es easy communica ion among
s uden s.
Mean sco e achie ed by eache s in his s udy: 0
Wha was obse ed:
147
The e was no s a egic o pu pose ul placemen o s uden desks o acili a e
s uden in e ac ion. Desks we e sepa a ed and placed in ows. Some s uden s
we e e en se apa om he es o he g oup all oge he p omp ed by
discipline issues.
#18 C i e ion: Su icien wai ime o s uden esponses a e consis en ly p o ided.
Wha does a sco e o 4 (highly e iden ) look like?
A e s uden s a e p omp ed o espond by he eache , he e is ime allowed
o s uden s o hink, o mula e an answe , and p oduce he language.
Mean sco e achie ed by eache s in his s udy: 1.62
Wha was obse ed:
In gene al, eache s allowed su icien ime o s uden s o hink and answe
ques ions posed o hem, bu no in amoun s o encou age o suppo second
language p ocessing and p oduc ion. The e we e nume ous occasions when
s uden s we e expec ed o p oduce language on demand, wi hou p ocessing
ime.
#19 C i e ion: Ample oppo uni ies a e p o ided o s uden s o cla i y key concep s
in hei i s language as needed wi h aide, pee o i s language ex .
Wha does a sco e o 4 (highly e iden ) look like?
S uden s a e allowed ime and occasions as needed o ask cla i ying ques ions
o each o he , a language assis an , o he eache in he home language.
Mean sco e achie ed by eache s in his s udy: 2.68
Wha was obse ed:
This c i e ia was he one which achie ed he highes mean sco e, a a le el
be ween “somewha e iden ” and “highly e iden ”. Key concep s, indeed all
148
concep s, we e cla i ied wi h he eache h ough ansla ion in o he mo he
ongue.
SIOP Sec ion 6 P ac ice and Applica ion. E ec i e language lea ning lessons include
ac i i ies ha encou age s uden s o p ac ice and apply he con en hey a e lea ning
and p ac ice and apply he language skills hey a e lea ning, oo. These ac i i ies a e
mos bene icial when hey include isual, hands-on, and o he kines he ic asks.
#20 C i e ion: Hands-on ma e ials and/o manipula i es a e p o ided o s uden s o
p ac ice using new con en knowledge.
Wha does a sco e o 4 (highly e iden ) look like?
S uden s a e allowed o explo e meaning and con en using ac ile, kines he ic,
and/o au hen ic ma e ials. Oppo uni ies a e p o ided o s uden s o become
amilia wi h, analyze and/o expe imen wi h con en and language opics.
Mean sco e achie ed by eache s in his s udy: 0.65
Wha was obse ed:
Manipula i es used consis ed exclusi ely o pape , scisso s, glue, c ayons, and
lashca ds. No ac ual ouching oppo uni ies (e.g., F ogs ha e damp skin.
Wha does ‘damp’ eel like? This sponge is damp. Touch his damp sponge.)
o looking oppo uni ies (e.g., How is he skin o a ep ile di e en om he
skin o an amphibian? Look a his pic u e and ell me.) o manipula i es
we e used (e.g., He e a e pic u es o many animals. Sepa a e hem in o
ca ego ies acco ding o ep iles, amphibians, and mammals.)
#21 C i e ion: Ac i i ies a e p o ided o s uden s o apply con en and language
knowledge in he class oom.
Wha does a sco e o 4 (highly e iden ) look like?
149
S uden s a e p o ided oppo uni ies o apply wha hey ha e lea ned in
di e en con ex s o si ua ions.
Mean sco e achie ed by eache s in his s udy: 0.70
Wha was obse ed:
In gene al, ques ions we e limi ed o basic knowledge and comp ehension.
Applica ion ac i i ies we e limi ed o le e w i ing.
#22 C i e ion: Ac i i ies in eg a e all language skills (i.e., eading, w i ing, lis ening,
and speaking).
Wha does a sco e o 4 (highly e iden ) look like?
S uden s a e equi ed o pa icipa e in app op ia e eading, w i ing, lis ening,
and speaking asks. S uden s p oduce o iginal meaning ul o al u e ances o
communica e a message (speaking), in e p e au al language and
app op ia ely espond o pe o m a ask (lis ening), p oduce he language in
w i en o m o communica e a message (w i ing), o a ach a meaning o
w i en ex and hen espond o ally o in w i ing.
Mean sco e achie ed by eache s in his s udy: 0.78
Wha was obse ed:
Language use in English was p ima ily limi ed o lis ening o lec u es wi hou
esponding in any way (no o al esponses; no simul aneous w i en ask o
show comp ehension) epea ing wha was said, copying wo ds o sho
sen ences, iden i ying w i en wo ds by ansla ing hem in o Spanish, w i ing
a single wo d in a blank o comple e a sen ence, o d awing a line om a
w i en sen ence o a pic u e ha co esponded o i . S uden s we e no asked
150
o c ea e wi h he a ge language no lis en o ead wi h an accompanying
ask ha would a ach meaning o ha language.
SIOP Sec ion 7 Lesson Deli e y. Success ul deli e y o a language lea ning lesson means
ha and he s uden s had a high le el o engagemen h oughou he class pe iod. All
s uden s mus ha e oppo uni ies o p ac ice hei language skills wi hin he con ex o
he academic asks.
#23 C i e ion: Con en objec i es a e clea ly suppo ed by lesson deli e y.
Wha does a sco e o 4 (highly e iden ) look like?
S a egies, ac i i ies, and asks used in he lesson a e designed o ein o ce he
eaching and lea ning o con en in he lesson.
Mean sco e achie ed by eache s in his s udy: 0.32
Wha was obse ed:
Since con en objec i es we e no p esen ed as pa o he lesson con en , he
deg ee o which hey we e suppo ed was some imes a challenge o iden i y
and a ec ed he sco e o his c i e ion i em. Ne e heless, he con en
objec i es o he lesson we e o en made e iden o he obse e h ough he
ins uc ion p o ided, hough hey emained obscu e o he s uden s.
#24 C i e ion: Language objec i es a e clea ly suppo ed by lesson deli e y.
Wha does a sco e o 4 (highly e iden ) look like?
S a egies, ac i i ies, and asks used in he lesson a e designed o ein o ce
language acquisi ion.
Mean sco e achie ed by eache s in his s udy: 0.22
Wha was obse ed:
151
Since language objec i es we e no de ined no cla i ied a he s a o he
lesson con en , how well hey we e suppo ed was le o he expe ience o he
obse e o e alua e and a ec ed he sco e o his c i e ion i em. While
language objec i es o he lesson we e some imes made e iden o he
obse e h ough he ins uc ion p o ided, s uden s we e no gi en guidance
o know wha hey we e expec ed o do wi h he language.
#25 C i e ion: S uden s a e engaged in ins uc ional ac i i ies app oxima ely 90% o
100% o he pe iod.
Wha does a sco e o 4 (highly e iden ) look like?
S uden s pa icipa e in lea ning ac i i ies and s ay on ask wi hou eache
in e en ion. S uden s concen a e on asks and show e o o unde s and
and comple e he ask. S uden s a e ac i ely in ol ed in lea ning.
Mean sco e achie ed by eache s in his s udy: 1.44
Wha was obse ed:
Pe cen age o s uden engagemen a ied by lesson and eache . Pa icula ly
du ing he equen class lec u es gi en, engagemen was obse ed o be e y
low (less han 20%). S uden s emained mo e engaged and on ask when
comple ing wo kshee s, bu upon inishing hose assignmen s, a good deal o
o - ask beha io s occu ed du ing he excessi e wai ime be o e a new
ac i i y began. S uden s spen long amoun s o ime wai ing in line a he
eache ’s desk while all wo k was e iewed by he eache . On hese equen
occasions, e y li le academic engagemen was going in in he class.
#26 C i e ion: Pacing o he lesson is app op ia e o s uden s’ abili y le el.
Wha does a sco e o 4 (highly e iden ) look like?
152
The eache delibe a ely slows o has ens he speed ha eaching happens o
accommoda e s uden ’s abili y le els. Lesson pacing occu s as pa o a
planned s a egy o each ce ain ma e ial o s uden s in he bes way, o as a
esponse o how well s uden s a e ecei ing ins uc ion. Pacing is adjus ed in
he momen as well as while planning each lesson.
Mean sco e achie ed by eache s in his s udy: 1.3
Wha was obse ed:
Lessons we e gene ally p esen ed a a pace accessible o s uden s gi en hei
age and English le el, wi h he excep ion o he equen lec u es.
SIOP Sec ion 8 Re iew/Assessmen . S uden s lea ning English a second language need
o e iew key ocabula y and concep s, and eache s need o assess how well s uden s
e ain he in o ma ion— h ough equen eedback o s uden s and in o mal
assessmen s h oughou he lesson. Language eache s should o e mul iple pa hways
o s uden s o demons a e hei unde s anding o he con en .
#27 C i e ion: A comp ehensi e e iew o key ocabula y is p o ided.
Wha does a sco e o 4 (highly e iden ) look like?
A planned ac i i y is p o ided ha p esen s a e iew o e minology essen ial
o he lesson. The ac i i y is mo e han a simple lis o ocabula y: i equi es
s uden s o use o apply he ocabula y in meaning ul ways.
Mean sco e achie ed by eache s in his s udy: 0.06
Wha was obse ed:
A comp ehensi e e iew o lesson ocabula y was e y a ely obse ed. When
hey we e, hey consis ed o he child en eading o epea ing a lis o
ocabula y. No ac i i ies we e obse ed o w ap up a lesson ha would
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APPENDIX
278
Wa m-Up
Goal: salu a ions and se ph ases
G ee he s uden wa mly in English: Hello. How a e you? Si he e please. Wha ’s
you name? How old a e you?
Game 1: School Tools
Goal: TPR wi h schools ools (pape , pencil, scisso s, e c.)
Pu s uden s a ease wi h simple lis ening comp ehension
i s , ollowed by speaking.
Pu a a ie y o common school ools ou on he able: pencil, pen, pape , book,
s aple , scisso s, ape.
Use TPR: o di e en i ems on he able, ell s uden s o gi e i o you, ouch i , poin
o i , mo e i somewhe e else, e c.
Poin o di e en i ems and ask, “Wha is his?” (no e: comple e sen ence? I no ,
model he comple e sen ence and p omp o i on he nex ques ion.)
Game 2: Colo s
Goal: Gi e s uden s an oppo uni y o answe in one wo d o
in sho ph ases o sen ences.
Place colo ed pencils on he able. Ha e s uden s o name he colo by asking, “Wha
colo is his?”
Ask: Wha is you a o i e colo ?
Game 3: The Family
Goal: Answe ques ions – Gi e s uden s oppo uni ies o
exp ess ideas on amilia opics
Using a isual depic ing a amily, ask s uden s ques ions: Who is his? Wha does
(he/she) look like? Do you ha e a (big/li le, olde /younge ) (sis e /b o he )? Does
you g andmo he li e in you house? Tell me abou you amily. Do you ha e a pe ?
(no e: comple e sen ence? I no , model he comple e sen ence and p omp o i on
he nex ques ion.)
Game 4: Talking wi h
Puppe s
Goal: Answe ques ions - Gi e s uden s oppo uni ies o
exp ess ideas on amilia opics. Desc ibe - Gi e s uden s
oppo uni ies o use academic language and o c ea e
language a sen ence le el.
The eache and he s uden each ha e a puppe and hold a con e sa ion. Teache ’s
puppe asks: Wha is you a o i e class? Wha do you like abou (science, a , PE:
ocus on classes in he bilingual p og am)? Wha don’ you like abou ha class? Tell
wha you lea n abou in (con en class) Look a his pic u e (show pic u e). Wha do
you see?
Game 5: S o y
Re elling
Goal: Desc ibe, na a e - Gi e s uden s oppo uni ies o speak
abou hings ha ha e happened in he pas a pa ag aph le el
and beyond.
Using a se o el manipula i es o he s o y The Th ee Li le Pigs, show s uden s all he
el ep esen a ions. Choose he i s o second and begin e elling he s o y, placing and
using he el pieces app op ia ely. Ask he s uden con inue elling he s o y.
APPENDIX I ELLOPA Assessmen
Adap ed om Thompson e al., 2006
279
APPENDIX II Fou ELLOPA P o iciency Le els
280
APPENDIX III ELLOPA Ra ing P o ile
287
APPENDIX VII SIOP Adap ed o CLIL
(page 3)
288
APPENDIX VIII Delega ion Le e
289
TEACHER INTERVIEW
1. Tell me abou you bilingual p og am and how i was ini ia ed a you school. Explain he
s eps ha we e ollowed o ge he p og am app o ed and s a ed. Wha is included in you
app o ed educa ion plan o his p og am?
2. How long ha e you been eaching in a bilingual p og am? How long a his school?
3. When/how did you lea n English?
4. How com o able do you eel eaching con en in English?
5. Wha aining is a ailable o suppo you eaching o English?
6. Wha aining is a ailable o suppo you eaching in he con en a eas?
7. Wha aining ha e you ecei ed o help you e ec i ely simul aneously de elop he English
language and con en knowledge o you s uden s?
8. Do you ha e he a ailabili y o an elec onic boa d in you class oom? Ha e you had
aining in how o use i ? How much ime ha e you spen wo king o igu e ou how o use
i ?
9. Wha a e you eaching schedule and assignmen s?
10. When is you common planning ime scheduled wi h o he eache s in he bilingual
p og am?
11. When is you common planning ime scheduled wi h he ins uc ional assis an ?
12. Wha aining ha e you had o help you know how o use he ins uc ional assis an in you
classes?
13. When do you mee wi h he o he eache s in he bilingual p og am o discuss he p og ess
o he p og am and s uden s?
14. How do you decide wha o each in you con en classes?
15. Wha ma e ials do you use o ins uc ion?
APPENDIX IX Teache In e iew Ques ions
290
INSTRUCTIONAL ASSITANT (IA) INTERVIEW
1. How did you become an IA?
2. Whe e a e you om?
3. Did you s udy a o eign language be o e you came o Spain? How long ha e you s udied i ?
4. How long ha e you been eaching in a bilingual p og am? How long a his school?
5. Wha eaching expe ience did you ha e be o e you came o wo k as an IA?
6. Wha aining ha e you ecei ed o p epa e you as an IA?
7. Wha a e you schedule and ypical assignmen s?
8. How com o able do you eel eaching con en in English?
9. When is you common planning ime scheduled wi h o he eache s in he bilingual
p og am?
10. When do you mee wi h he o he eache s in he bilingual p og am o discuss he p og ess
o he p og am and s uden s?
11. Wha ma e ials do you use o ins uc ion?
APPENDIX X Ins uc ional Assis an In e iew Ques ions
291
Alpha School: Obse a ions made o bo h 2A and 2B classes
Wednesday, Janua y 23: Conduc s uden in e iews 9 o 11:30
Weeks When Class oom Obse a ions Occu ed
Janua y 28 o Feb ua y 1
Feb ua y 11-15
Feb ua y 25 o Ma ch 1
Ma ch 11-15
Ap il 1-5
Ap il 22-26
Classes Obse ed
Mondays
o 9:50 -10:40 2B English
o 12:00 -13:00 2B Science
o 13:00 –14:00 2A Science
F idays
o 9:50 – 10:40 2A English
o 10:40 – 11:30 2A A s
Wednesday, May 8: Conduc s uden in e iews 9 o 11:30
Del a School: Obse a ions we e made o bo h 2A and 2B classes. Obse a ions
we e made on TUESDAYS and FRIDAYS in al e na ing weeks.
Thu sday, Janua y 24: Conduc ed s uden in e iews 9 o 11:30
Weeks When TUESDAY Class oom Obse a ions Occu ed
Janua y 28 o Feb ua y 1
Feb ua y 11-15
Feb ua y 25 o Ma ch 1
Ma ch 11-15
Ap il 1-5
Ap il 22-26
Classes Obse ed on TUESDAYS
10:00 – 11:00 2A Music
11:00 – 11:45 2A Science
12:15 – 13:15 2A English
13:15 – 14:00 2B Science
APPENDIX IX Obse a ion Schedule
(page 1)
292
Weeks when FRIDAY Class oom Obse a ions Occu ed
Feb ua y 4 – 8
Feb ua y 18 – 22
Ma ch 4 – 8
Ma ch 18 – 22
Ap il 8 – 12
Ap il 29 – May 3
Classes Obse ed on FRIDAYS
10:00 – 11:00 2B English
13:15 – 14:00 2B A s
Thu sday, May 9: Conduc ed s uden in e iews 9 o 11:30
Gamma School
Tuesday, Janua y 22: Conduc ed s uden in e iews 9 o 11:30
Weeks When Class oom Obse a ions Occu ed
Janua y 28 o Feb ua y 1
Feb ua y 11-15
Feb ua y 25 o Ma ch 1
Ma ch 11-15
Ap il 1-5
Ap il 22-26
Classes Obse ed
Thu sdays
o 11:00 – 11:45 Science
o 13:15 – 14:00 English
F idays
o 13:15 – 14:00 A s
Tuesday, May 7: Conduc s uden in e iews 9 o 11:30
Epsilon School
Days when Class oom Obse a ions Occu ed
Janua y 21
Feb ua y 4
APPENDIX IX Obse a ion Schedule
(page 2)
293
Feb ua y 18
Ma ch 4
Ma ch 18
Ap il 8
Ap il 29
Classes Obse ed
Mondays
o 10:00 – 11:00 Science
o 12:00 – 12:30 English
o 12:30 – 13:15 Physical Educa ion
Monday, May 6: Conduc ed s uden inal in e iews 9 o 11:30
Be a School
F iday, Janua y 25: Conduc ed s uden in e iews 9 o 11:30
Weeks when Class oom Obse a ions Occu ed
Feb ua y 4 – 8
Feb ua y 18 – 22
Ma ch 4 – 8
Ma ch 18 – 22
Ap il 8 – 12
Ap il 29 – May 3
Classes Obse ed
Tuesdays
o 10:00 – 11:00 2B A s
o 13:15 – 14:00 2B Science
Thu sdays
o 11:00 – 12:00 2B English
F iday, May 10: Conduc ed s uden in e iews 9 o 11:30
APPENDIX IX Obse a ion Schedule
(page 3)
294
Del a School
Gamma School
Epsilon School
Be a School
Schedule A (# isi )
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
9-
10
9:50-10:40
2B Eng
9:50-10:40
2A Eng
10-
11
2A Music
10:40-11:30
2A A s
11-
12
11-11:45
2A cono
11-11:45
Science
12-
1
2B cono
12:15-1:15
2A Eng
1-2
2A cono
1:15-2
2B cono
1:15-2
Eng
1:15-2
A s
2-3
Schedule B (# isi )
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
9-
10
10-
11
Cono
2B A s
2B Eng
11-
12
12-30
Eng
2B
Eng
12-
1
12:30-1:15
PE
1-2
1:15-2 2B
Science
1:15-2
2B A s
2-3
School
Sec ions / # S uden s
# Teache s
Alpha School
2A and 2B 23
2
Del a School
2A and 2B 25
3
Gamma School
One g oup 21
1
Epsilon School
One g oup 20
3
Be a School
The 2B g oup 20
2
TOTALS
109
11
Alpha School
School
9:50-10:40
2B Eng
2B science
2A science
9:50-10:40
2A Eng
10:40-11:30
2A A s
Del a School
2A Music
11-11:45
2A science
12:15-1:15
2A Eng
1:15-2
2B science
2B Eng
1:15-2
2B A s
Epsilon School
Science
12-30
Eng
12:30-1:15
PE
Be a School
2B A s
1:15-2 2B
Science
2B
Eng
APPENDIX IX Obse a ion Schedule
(page 4)
295
Schedule C1 (Assessmen s) (Week o Janua y 21)
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
9-10
10-11
11-12
Schedule C2 (Assessmen s) (Week o May 6)
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
9-10
10-11
11-12
JAN 2013
SUN
MON
TUES
WEDS
THURS
FRI
SA
16
17
18
19
C1
20
21
22
23
24
25
26
A1
27
28
29
30
31
FEB
SUN
MON
TUES
WEDS
THURS
FRI
SA
(A1)
1
2
B1
3
4
5
6
7
8
9
A2
10
11
12
13
14
15
16
B2
17
18
19
20
21
22
23
A3
24
25
26
27
28
APPENDIX IX Obse a ion Schedule
(page 5)
296
MAR
SUN
MON
TUES
WEDS
THURS
FRI
SA
(A3)
1
2
B3
3
4
5
6
7
8
9
A4
10
11
12
13
14
15
16
B4
17
18
19
20
21
22
23
HOLY
24
25
26
27
28
29
30
A5
31
APR
SUN
MON
TUES
WEDS
THURS
FRI
SA
(A5)
1
2
3
4
5
6
B5
7
8
9
10
11
12
13
FAIR
14
15
16
17
18
19
20
A6
21
22
23
24
25
26
27
B6
28
29
30
MAY
SUN
MON
TUES
WEDS
THURS
FRI
SA
(B6)
1
2
3
4
C2
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
APPENDIX IX Obse a ion Schedule
(page 6)
303
DELTA SCHOOL
SIOP CRITERION NUMBER
MUSIC
(1 sec ion)
ARTS
(1 sec ion)
SCIENCE
(2 sec ions)
ENGLISH
(2 sec ions)
AVERAGE SIOP SCORE
FOR THIS SCHOOL
PROJECT AVERAGE
(AGGREGATE SCORES OF
ALL SCHOOLS)
SIOP CRITERION NUMBER
1
0
0
0
0
0
0
1
2
0
0
0
0
0
0
2
3
3
3
3
3
3
2.7
3
4
2.5
3
1
3
2.40
1
4
5
1.50
1
0
0
0.63
0.31
5
6
2.50
1
0
0
0.88
1.13
6
7
1
0
0.80
0
0.45
0.16
7
8
1.50
0
0.80
0
0.58
0.24
8
9
1
1.80
2.50
2
1.83
1.12
9
10
2.50
2
2.50
2
2.25
1.74
10
11
2
1
2
1
1.50
1.12
11
12
2.50
1.80
1
3
2.08
1
12
13
0.80
0.80
0
0
0.40
0.26
13
14
0
0.80
0
0
0.20
0.18
14
15
0
0
0
0
0
0
15
16
0
0
0
0
0
0
16
APPENDIX XII MEAN SIOP SCORES IN SUBJECT AREAS
(page 7)
304
17
0
0
0
0
0
0
17
18
2
3
3
1.80
2.45
1.62
18
19
3
3
3
3
3
2.68
19
20
2
2.50
0
0
1.13
0.65
20
21
2
1
1
1.50
1.38
0.70
21
22
1
0
2
2.50
1.38
0.70
22
23
2
0
0
0
0.50
0.32
23
24
1
0
0
0
0.25
0.22
24
25
1.80
2.50
3
2.50
2.45
1.44
25
26
2
1.80
2
1.50
1.83
1.30
26
27
0
0
0
0
0
0.06
27
28
0
0
0
0
0
0.06
28
29
2
2
1.80
1
1.70
1
29
30
0
1
0
1
0.50
0.22
30
AVERAGE AGGREGATE SIOP SCORES
FOR THIS SCHOOL
1.09
0.67
APPENDIX XII MEAN SIOP SCORES IN SUBJECT AREAS
(page 8)
305
EPSILON SCHOOL
SIOP CRITERION NUMBER
SCIENCE
LANGUAGE
PHYSICAL EDUCATION
AVERAGE SIOP SCORE
FOR THIS SCHOOL
PROJECT AVERAGE
(AGGREGATE SCORES OF
ALL SCHOOLS)
SIOP CRITERION NUMBER
1
0
0
0
0
0
1
2
0
0
0
0
0
2
3
2
2
3
2.33
2.7
3
4
0
0
0.80
0.27
1
4
5
0
0
0
0
0.31
5
6
0
0
3
1
1.13
6
7
0
0
0
0
0.16
7
8
0
0
0
0
0.24
8
9
0
1
1
0.67
1.12
9
10
1
2
2
1.67
1.74
10
11
0
1
2
1
1.12
11
12
0
0
1
.33
1
12
13
0
0
0
0
0.26
13
14
0
0
0
0
0.18
14
15
0
0
0
0
0
15
16
0
0
0
0
0
16
APPENDIX XII MEAN SIOP SCORES IN SUBJECT AREAS
(page 9)
306
17
0
0
0
0
0
17
18
1
2
2
1.67
1.62
18
19
1
2
2
1.67
2.68
19
20
0
1
1
0.67
0.65
20
21
0.80
0
1
0.60
0.70
21
22
1.20
2
0
1.07
0.70
22
23
0
0
0
0
0.32
23
24
0
0
0
0
0.22
24
25
1
0
2
1
1.44
25
26
2
0
2
1.33
1.30
26
27
0
0
0
0
0.06
27
28
0
0
0
0
0.06
28
29
2
2
2
2
1
29
30
0.80
0
0
0.27
0.22
30
AVERAGE AGGREGATE SIOP
SCORE FOR THIS SCHOOL
0.58
0.67
APPENDIX XII MEAN SIOP SCORES IN SUBJECT AREAS
(page 10)
307
ALPHA SCHOOL
SIOP CRITERION NUMBER
TEACHER #1
ENGLISH, SCIENCE AND
ARTS
TEACHER #2
ENGLISH, SCIENCE AND
ARTS
SCHOOL AVERAGE
PROJECT AVERAGE
(AGGREGATE SCORES OF
ALL SCHOOLS)
SIOP CRITERION NUMBER
1
0
0
0
0
1
2
0
0
0
0
2
3
3
1.5
2.1
2.7
3
4
2.50
0
1
1
4
5
1.50
0
0.60
0.31
5
6
1
0
0.40
1.13
6
7
0.50
0
0.20
0.16
7
8
1
0
0.40
0.24
8
9
2
0.26
0.96
1.12
9
10
2.50
0.33
1.20
1.74
10
11
1.50
0.33
0.80
1.12
11
12
2
0
0.80
1
12
13
1
0
0.40
0.26
13
14
1
0
0.40
0.18
14
15
0
0
0
0
15
16
0
0
0
0
16
APPENDIX XIII MEAN SIOP SCORES BY TEACHER
(page 1)
308
17
0
0
0
0
17
18
2
0.67
1.20
1.62
18
19
3
3
3
2.68
19
20
0.80
0
0.32
0.65
20
21
0
0
0
0.70
21
22
3
0
1.20
0.70
22
23
2
0
0.80
0.32
23
24
2
0
0.80
0.22
24
25
2.80
1
1.72
1.44
25
26
2.80
0.67
1.52
1.30
26
27
1
0
0.40
0.06
27
28
1
0
0.40
0.06
28
29
3.50
0
1.40
1
29
30
2.50
0
1
0.22
30
TOTALS
1.53
0.26
0.77
0.67
Teache ’s
SOLOM Sco e
4
3
APPENDIX XIII MEAN SIOP SCORES BY TEACHER
(page 2)
309
BETA SCHOOL
SIOP CRITERION NUMBER
TEACHER #1
MUSIC
TEACHER #2
ENGLISHAND SCIENCE
SCHOOL AVERAGE
PROJECT AVERAGE
(AGGREGATE SCORES OF
ALL SCHOOLS)
SIOP CRITERION NUMBER
1
0
0
0
0
1
2
0
0
0
0
2
3
3
3
3
2.7
3
4
1
0
0.33
1
4
5
0
0
0
0.31
5
6
1.50
0
0.50
1.13
6
7
0
0
0
0.16
7
8
0
0
0
0.24
8
9
2
0.50
1
1.12
9
10
1.50
1
1.17
1.74
10
11
1.50
0.50
0.83
1.12
11
12
1.50
0
0.50
1
12
13
0
0
0
0.26
13
14
0
0
0
0.18
14
15
0
0
0
0
15
16
0
0
0
0
16
APPENDIX XIII MEAN SIOP SCORES BY TEACHER
(page 3)
310
17
0
0
0
0
17
18
2
1
1.44
1.62
18
19
3
3
3
2.68
19
20
0
0
0
0.65
20
21
1
0
0.33
0.70
21
22
1
0
0.33
0.70
22
23
0
0
0
0.32
23
24
0
0
0
0.22
24
25
1
0
0.33
1.44
25
26
1
0
0.33
1.30
26
27
0
0
0
0.06
27
28
0
0
0
0.06
28
29
0
0
0
1
29
30
0
0
0
0.22
30
TOTALS
0.70
0.33
0.77
0.67
Teache ’s SOLOM
SCORE
4
3
APPENDIX XIII MEAN SIOP SCORES BY TEACHER
(page 4)
311
GAMMA SCHOOL
SIOP CRITERION NUMBER
TEACHER #1
SCIENCE, LANGUAGE,
ART
SCHOOL AVERAGE
PROJECT AVERAGE
(AGGREGATE SCORES OF
ALL SCHOOLS)
SIOP CRITERION NUMBER
1
0
0
0
1
2
0
0
0
2
3
2.67
2.67
2.7
3
4
0.27
0.27
1
4
5
0
0
0.31
5
6
0
0
1.13
6
7
0
0
0.16
7
8
0
0
0.24
8
9
1.27
1.27
1.12
9
10
2.43
2.43
1.74
10
11
0.50
0.50
1.12
11
12
0
0
1
12
13
0
0
0.26
13
14
0
0
0.18
14
15
0
0
0
15
16
0
0
0
16
APPENDIX XIII MEAN SIOP SCORES BY TEACHER
(page 5)
312
17
0
0
0
17
18
1.17
1.17
1.62
18
19
2.80
2.80
2.68
19
20
0
0
0.65
20
21
0.27
0.27
0.70
21
22
0.40
0.40
0.70
22
23
0
0
0.32
23
24
0
0
0.22
24
25
0.40
0.40
1.44
25
26
1.40
1.40
1.30
26
27
0
0
0.06
27
28
0
0
0.06
28
29
0.27
0.27
1
29
30
0.33
0.33
0.22
30
TOTALS
0.47
0.47
0.67
Teache ’s SOLOM
SCORE
4
APPENDIX XIII MEAN SIOP SCORES BY TEACHER
(page 6)
319
Is he e a s a is ical signi icance be ween he SIOP sco es achie ed on a scale o 0 o 4?
The esul s o his exac con ingency able shows a e y low p obabili y o ela ionship
be ween he ow and column da a. No single SIOP sco e is mo e o less s a is ically
signi ican han he o he s.
A con ingency able is a abula a angemen o coun da a ep esen ing how he ow ac
o
equencies ela e o he column ac o . A con ingency able wi h “ ” ows and “c” colum
ns, is an x c con ingency able.
× c Exac Con ingency Table: Resul s
In his case, using an x c 4X5 con ingency able, he ow ac o s a e he SIOP sco e
anges o (1) 0 - 0.4 (2) 0.5 – 0.9 (3) 1 – 1.4 (4) 1.5 – 1.9. (The da a was all mul iplied by
100 o analysis.) These column anges we e achie ed by di iding in o ou equal anges
he lowes sco e possible (0) o he highes sco e achie ed 1.9. The column ac o s a e
he i e schools in he s udy.
da a: con ingency able
A B C D E
1 0 0 0 0 0 0
2 87 50 69 60 0 266
3 0 0 0 0 109 109
4 0 0 0 0 0 0
87 50 69 60 99 365
expec ed: con ingency able
A B C D E
1 0.00 0.00 0.00 0.00 0.00
2 63.4 36.4 50.3 43.7 72.1
3 23.6 13.6 18.7 16.3 26.9
4 0.00 0.00 0.00 0.00 0.00
The gi en able has p obabili y 4.8E-92
The sum o he p obabili ies o "unusual" ables inds p < .001 i.e., p = 0. ( he alue ha you
would ge i you assumed compound symme y in he a iance-co a iance ma ix).
APPENDIX XV SIOP SCORE STATISTICAL SIGNIFICANCE CALCULATIONS
320
CORRELATION BETWEEN YEARS OF PROGRAM EXISITENCE AND SIOP SCORES
SCHOOL
YEARS PROGRAM
HAS EXISTED
SIOP AVERAGE
SCORE
COVARIANCE
Alpha School
4
0.87
Be a School
6
0.50
Gamma School
6
0.69
Del a School
6
1.12
Epsilon School
2
0.60
0.0792
Co ela ion coe icien shows a low co ela ion
A second co espondence calcula ion ga e he same esul s:
Sample Mean and Co a iance Calcula o
Co a iance is a measu e o wo a iables (X and Y) changing oge he .
Resul
Mean x:
4.8
Mean y:
0.756
N:
5
Co (X,Y):
0.0792
Co a iance has Low co espondence 0.0792
APPENDIX XVI CORRELATION TABLE
SIOP AND YEARS OF PROGRAM EXISTENCE
321
o mula o he - es ,
Whe e:
Whe e:
is he mean o G oup 1.
is he mean o G oup 2.
is he numbe o people in G oup 1.
is he numbe o people in G oup 2.
is he a iance o G oup 1.
is he a iance o G oup 2.
APPENDIX XVII Tes Fo mula
322
Pea son's Co ela ion Coe icien
C ea e a able o he a iable sco es and he p oduc o he wo sco es.
Sco e X
Sco e Y
X2
Y2
XY
4
1.530
16
2.341
6.120
4
0.700
16
0.490
2.800
4
0.470
16
0.221
1.880
4
1.320
16
1.742
5.280
4
1.040
16
1.082
4.160
4
0.960
16
0.922
3.840
4
0.430
16
0.185
1.720
4
0.500
16
0.250
2
4
0.870
16
0.757
3.480
3
0.260
9
0.068
0.780
3
0.330
9
0.109
0.990
42
8.410
162
8.166
33.050
Use he ollowing equa ion o calcula e Pea son's coe icien :
APPENDIX XVIII SIOP AND SOLOM SCORE CORRELATION TABLE
(page 1)
(
323
Subs i u e he alues ob ained om he able in o he equa ion:
33.050 –
42 x 8.410
11
(
422
)
11
(
8.166 –
8.4102
)
11
Simpli y he equa ion:
33.050 – 32.111
(162 –
160.364)
(8.166 –
6.430)
0.939
(1.636)
(1.736)
0.939
2.841
0.939
1.685
0.557
APPENDIX XVIII SIOP AND SOLOM SCORE CORRELATION TABLE
(page 2)
(
324
The e o e, Pea son's co ela ion coe icien is 0.557.
A pe ec co ela ion = 1.0
High co ela ion: .5 o 1.0 o -0.5 o 1.0
Medium co ela ion: .3 o .5 o -0.3 o .5
Low co ela ion: .1 o .3 o -0.1 o -0.3
A high co ela ion exis s.
APPENDIX XVIII SIOP AND SOLOM SCORE CORRELATION TABLE
(page 3)
(
325
Co ela ion be ween subjec con en a ea and SIOP Sco es
× c Exac Con ingency Table: Resul s
A con ingency able is a abula a angemen o coun da a ep esen ing how he ow ac
o
equencies ela e o he column ac o . A con ingency able wi h “ ” ows and “c” colum
ns, is an x c con ingency able.
In his case, using an x c 5X4 con ingency able, he ow ac o s a e he i e con en
a eas and he column ac o s a e SIOP sco e anges o (A) 0 - 0.4 (B) 0.5 – 0.9 (C) 1 –
1.4 (D) 1.5 – 1.9. These column anges we e achie ed by di iding in o ou equal anges
he lowes sco e possible (0) o he highes sco e achie ed 1.9.
A B C D
1 2 2 1 0 5
2 3 2 1 0 6
3 2 0 1 1 4
4 0 1 0 1 2
5 0 1 0 0 1
7 6 3 2 18
A B C D
1 1.94 1.67 0.833 0.556
2 2.33 2.00 1.00 0.667
3 1.56 1.33 0.667 0.444
4 0.778 0.667 0.333 0.222
5 0.389 0.333 0.167 0.111
The gi en able has p obabili y 2.9E-04 (0.00029)
The sum o he p obabili ies is, p = 0.773 ( he alue ha you would ge i you assumed compound
symme y in he a iance-co a iance ma ix).
This able shows a e y low p obabili y o ela ionship be ween he ow and column da a.
APPENDIX XIX SIOP AND SUBJECT CORRELATION
(
326
T- es o ind signi icance o di e ences be ween ELLOPA p e and pos es
sco es
o mula o he - es ,
Whe e:
is he mean o he p e- es . (1.332)
is he mean o pos - es . (1.284)
is he numbe o c i e ia in he p e- es .
is he numbe o c i e ia in he pos - es .
is he a iance o he means o c i e ia on he p e- es
is he a iance o he means o he c i e ia on he pos - es .
The wo- ailed P alue equals 0.7084
This di e ence is conside ed o be no s a is ically signi ican .
APPENDIX XX ELLOPA PRE- AND POST-TEST CORRELATION
(
327
