New Mexico Dual Language Program Standards

The development of the New Mexico Dual Language Program Standards began in response to a relatively large number of new Developmental Bilingual Education programs that were beginning in New Mexico. Overnight, dozens of schools began implementing programs following a wide variety of definitions for dual language education. Through networking and observation, the most veteran programs in New Mexico realized that, although dual language programs were quickly growing in popularity, the quality of the programs varied significantly. There was an obvious need for consistency to maintain the quality of the programs in New Mexico, especially when considering the political climate for bilingual education. The top priority was ensuring that students in New Mexico had access to high quality dual language programs regardless of what school they attended in the state. The newly formed non-profit organization, Dual Language Education of New Mexico (DLENM), decided to take development of these standards on as one of their first projects.

The objectives of the New Mexico Dual Language Program Standards are to provide:

• A common definition of effective dual language programs that can be used throughout New Mexico to ensure consistent program quality and facilitate networking and collaboration among programs.
• A tool for programs to use in designing and implementing an effective dual language program. Because the standards are organized in a rubric format, they are especially useful as a self-evaluation tool. Programs can assess themselves and use the results to focus future program improvements and develop targeted action plans.
• A framework for policy makers from which to draw a common definition of effective dual language programs so advocacy efforts and lobbying can be focused and effective.

Background

Development of these standards has been a two and a half year process beginning in May of 2001. The process has consisted of holding a series of working sessions to develop the standards. Participants included over 70 dual language practitioners, administrators, teachers, representatives of higher education and district and state policy makers. Teachers made up the majority of collaborators and authors, and for this reason we believe the “Teacher’s Voice” to be loud and true in the content, wording and format for these standards. The series of working sessions that were held to develop these standards were:

• June 2001 Summer Summit – 48 participants, State Department of Education (SDE), New Mexico Association of Bilingual Education (NMABE), universities, teachers and administrators. Experts included Elena Izquierdo, Shelia Shannon, Antonia Tapia and Liz Howard.
• November 2001 La Cosecha – 40+ conference participants reviewed rubric format.
• January 2002 – Dual Language Education of New Mexico (DLENM) Board Meeting – 6 participants, reviewed format.
• February and March 2002 – Working sessions with 20+ educator participants.
• June 2002 Summer Summit – 26 participants, NMABE, DLENM, SDE, APS Department of language and cultural Equity, New Mexico State University. Expert – Liz Howard.
• July 2002 2-Way CABE – 15 conference participants reviewed standards.
• August 2002 – DLENM Board Meeting – 6 participants addressed comments.
• November 2002 – Reviewed by Antonia Tapia and Else Hamayan.
• November 2002 – Presented at La Cosecha conference.

This set of New Mexico Dual Language Standards is considered a “work-in-progress” and will continue to be revised as educators and their supporters gain further working experience and insight as to their usefulness.

Major Collaborators and Authors  

The Dual Language Workbook

In addition to the standards, another important document, The Dual Language Workbook, arose from this effort, in collaboration with Elizabeth Howard with the Center for Applied Linguistics. This workbook is designed to facilitate the planning process of beginning a dual language program. The workbook consists of a series of activities and questions that a group (ideally including parents, teachers and support staff, administrators and community members) works through together before beginning a dual language program. There are several reflective questions where the answers may lead the group to the conclusion that they are not ready to start a dual language program. The underlying premise is that it is better to not have a program, then to have one of low quality. This workbook will be available soon through the Center for Applied Linguistics.

Programs Defined and Supported by These Standards

The collaborators and authors recognize four program models that fall under the umbrella title “Dual Language Programs.” The three types of programs that presently exist in New Mexico are:

• Two-Way Immersion,
• Developmental Bilingual, and
• Heritage Language.

Non-Negotiable Features

There are three “non-negotiable” features that these program models must possess in order to be considered a dual language program:

• A minimum of 50% to a maximum of 90% of the daily instruction delivered in the target language,
• Strict separation of languages for instruction – NO TRANSLATION, and
• A minimum K-5 commitment for implementation. Optimum is K-12. (limit late entry after 2 nd grade)

Common Goals

There are at least three common goals shared by these program models. They are:

1. High academic achievement in the minority (target) and majority (English) language.

2. Full bilingual and biliteracy for all students in the program.

3. Multicultural competency developed for each student in the program.

Students and Communities Served

The three program models found under the umbrella title of “Dual Language Programs” all possess the same features and goals. They differ only in the population of students served in the following ways:

• Two-Way Immersion – serves minority language and native English speaking children,
• Developmental Bilingual – serves minority language children from the same cultural background,
• Heritage Language – serves Native English speaking children from the same cultural background whose heritage language has been lost.

Standards Format

Six strands were identified under which to organize the New Mexico Dual Language Program Standards:

• Essential Components,
• Model Design,
• Family and Community Involvement,
• Teacher Preparation and Professional Development,
• Accountability & Assessment, and
• Advocacy.

Each strand has a corresponding set of standards (see Table 1).

Table 1 - NM Dual Language Program Standards

Each strand is provided in a rubric format for each standard set. As mentioned previously, this rubric format facilitates the use of the standards as a program self-evaluation tool. The main descriptors along the rubric continuum are:

• Little or no evidence of practice,
• Evidence of emerging practice,
• Evidence of long-term practice, and
• Systemic exemplary practice.

A descriptor/example statement is placed under each of these measures to help identify the degree of implementation as related to a particular program. The authors are not suggesting that these descriptors/ examples be used, nor should they be considered the only “evidence” of a successful implementation. The descriptors/examples are provided only to assist the reader in identifying where their program may fit along the rubric continuum. Each program should start with an essentially blank rubric and identify program-specific evidence to support their placement along the rubric continuum.

Key Points were used to further organize the standards. Several standards encompass more than one topic area. These different topic areas are organized into Key Points found in the left hand column of each standards rubric. They may assist the reader to understand the relationship of the descriptors/examples with the specific standard being considered.

Acknowledgements

The main facilitator would like to acknowledge all of the participants, collaborators, consultants and sponsoring organizations of the working sessions. Without your contributions the development of these standards would not have been possible. In addition, Dr. Jay Parkes was invaluable in helping organize the Accountability and Assessment Strand. Dr. Parkes also used the Standards for Educational and Psychological Testing, especially the chapters on “Testing Individuals of Diverse Linguistic Backgrounds” and “Testing in Program Evaluation and Public Policy” in organizing that strand. Comments from Else Hamayan were also invaluable in completing the Essential Components Strand, as was the book Dual Language Instruction A Handbook for Enriched Education that she co-authored.

References

American Educational Research Association, American Psychological Association, and the National Council on Measurement in Education, (1999). Standards for Educational and Psychological Testing. Washington, DC: American Educational Research Association.

Cloud, N., Genesee, F., and Hamayan, E., (2000). Dual Language Instruction A Handbook for Enriched Education. Boston, MA: Heinle & Heinle Publishers