Bilingual Immersion
A student in Javier Milo’s second-grade class works on a writing assignment.
Like most students, those at Martin Elementary School in Deming, New Mexico, look forward to recess and lunch. But instead of huddling in groups — segregated according to age and mastery of the English language — youngsters interact easily with each other, communicating in Spanish and English as they pursue the serious business of play.
"The positive thing I see about this approach is that everybody is equal. You’ll see the English speakers playing with the Spanish speakers, and a lot of cooperative learning is going on," observes second-grade teacher Javier Milo at the end of his first year in the school’s two-way immersion bilingual program. "Both are going that extra mile so they can communicate with their friends," he adds.
In fact, all of the teachers — kindergarten, first- grade, and second-grade — involved in this dual-language reform effort at the southern New Mexico elementary school say they see a big improvement in student interest and performance — in all academic areas.
"Kids are getting more out of this program," notes Helen Garcia, who teaches first grade. Her students are not only reading in Spanish, but are also "transitioning on their own" and beginning to select books written in English on trips to the library. "The interaction is amazing, and they are already writing sentences and stories," Garcia says with a proud nod to students who are actively discussing an assignment in groups of four. "I don’t think I could ever go back to the old bilingual program."
Students are eager to participate in Patricia Tsougas’ second-grade class
This new approach the teachers praise is known as two-way immersion (TWI) — other terms for this approach include bilingual immersion, a developmental bilingual program, or a dual language program. In practice, students learn two languages by receiving instruction in English and another language (in this case Spanish) in a classroom composed of monolingual speakers of both languages.
Martin Elementary, one of five TWI schools in New Mexico, follows the 90/10 model: Spanish provides the vehicle for instruction 90 percent of the time in all content areas in kindergarten and the first grade, and as students progress in school, more class time is devoted to instruction in English. The ratio becomes 80/20 by the second grade, and in the third grade language arts is taught in English during the allotted 30 percent of instruction time. Classes are equally split in the fourth grade, and by the end of the year, students are not only bilingual, they are also biliterate. English dominates the 40/60 percentage of instruction by the fifth grade.
Since its implementation in 1998, the program has followed the first students enrolled as kindergartners, adding a grade level each year. Principal José Carrillo, who believes his students in dual language immersion classes are outperforming those in traditional bilingual classes, looks forward to the 2000—2001 school year as the third-grade classes convert and required New Mexico standardized assessments will offer real comparison data. But as far as Carrillo is concerned — and parents overwhelmingly agree — the reform is a success.
"In other bilingual programs, they push the program so quickly that students start falling behind and they’re not learning the language," the principal explains. "Plus, the kids are segregated — even in the cafeteria — and they’re just not doing as well as they should be." In comparison, he says, TWI encourages "learning from teachers and peers, and self-esteem is given a boost."Martin Elementary extends this cooperative approach one step further with its family-style cafeteria seating. Carrillo contends that bringing students of different ages, physical abilities, and language background together for lunch enhances learning opportunities and respect for others.
Among the 21 New Mexico schools that obtained reorganization funding through the U.S. Department of Education’s Comprehensive School Reform Demonstration (CSRD) program, the school is using its three-year grant, combined with funds from the state and its regular bilingual allocation, to implement the Coalition of Essential Schools national reform model along with its two-way immersion for the entire school.
At the urging of teachers in the school, Carrillo researched statistics and approached the Deming superintendent with the bilingual immersion plan as a way to improve learning for the school’s heavily migrant population. After the staff had learned more about TWI and visited schools in New Mexico and Texas that used the program, their next step was convincing community members and the school board of its value.
Carrillo says Martin’s staff welcomed public discussion because it educated people in the rural town about language immersion possibilities. As part of the education process, a group of about 17 visited the Alicia Chacon International School in the Ysleta school district near El Paso, and the opportunity to see TWI in practice heavily influenced the decision to implement this particular program. "I encouraged participants to talk to the kids. We spent the whole day observing and talking with teachers and students. When we came back, the board agreed," he explains.
In fact, community and parental support have been enthusiastic. "I’m delighted with this school, the program, the staff. This is best time to learn to learn a language — children are so much more open," points out Laura Jackson Pottorff, whose son Clay was a monolingual English speaker just a year and a half ago.
He is among several students who travel out of district to take advantage of the TWI program.
Pottorff, one of the school’s active volunteers, describes her son’s progress from being an easily bored student who disliked going to school to one who now eagerly shares positive experiences and the Spanish language with his family. He even placed third in a districtwide competition for Spanish composition. "My son has a lot of confidence now," she says. "And I think he really enjoys being able to communicate in two languages."
Parents of monolingual Spanish speakers are noticing similar results, teachers report, and they are amazed at the progress their children are making not only in language but also in other subjects. "Parents are very engaged with their kids, and this is a big change. They are much more involved," observes teacher Javier Milo.
In addition to these visible differences in student performance and school atmosphere, recent data suggest that the school just may be on the right track to help its 270-strong population achieve academically.
Principal José Carillo (shown here with student) notes that the school’s immersion program encourages students to learn from peers as well as teachers.
Among the success stories about TWI programs, one study, posted on the Center for Applied Linguistics Web site, followed a similar, but not identical, program instituted in Massachusetts during the late 1980s. The authors concluded that English speakers possessed English skills as good as, or in many instances better than, that of students who are in an all-English program. They generally score higher in math and develop "an equally high academic performance in Spanish." Spanish speakers experience these same outcomes.
Teachers at Martin concede that conducting dual language immersion classes can be exhausting and frustrating. As English-speaking students struggle to keep up during the early stages of the program, the teachers pretend they do not understand English and resort to a variety of methods to make themselves understood: pantomime, repetition, and activities centered around songs and games. But Spanish-speaking classmates offer their help, and when it comes time to switch classes for the English-instruction portion of the day, monolingual English speakers return the favor.
"We teach the language through content, and that is very challenging. Initially, the teachers were very tired; they needed to use a variety of modalities to reach the students. But now they are seeing the rewards and realize it’s very well worth the effort," Carrillo observes.
Small class sizes — no larger than 20 — along with bilingual assistants ensure plenty of individual attention at this mostly Hispanic (94%) school. Classrooms have an intimate, nonthreatening climate and even the shy students feel comfortable contributing to the class. "No one is ashamed to speak English - these students love to be verbal," offers second-grade teacher Patricia Tsougas. "You need to give them choices, you need to give them a way out, then they don’t feel intimidated."
Because the school already had a large number of bilingual teachers before TWI was implemented, there will be little change in staff, Carrillo says. Those who cannot speak Spanish will simply take over the English component of the program. All take advantage of professional development opportunities at least twice a semester as they team up with the staff at the Alicia Chacon International School for problem solving and training sessions. Martin Elementary has become an educational laboratory of sorts for nearby Western New Mexico University in Silver City; teams of teachers explain the method to education majors, who also visit the classroom to study TWI in practice.
Although the Deming Public Schools want to implement a similar program in at least one more of their elementary schools, Principal José Carrillo acknowledges that "in reality, this program is not for everyone. Ours is a voluntary program, and if parents don’t want their children involved, they can be bused to another school." But, Carrillo adds with a wide, satisfied smile, "we haven’t had any parents requesting a transfer." That speaks volumes — in any language.
Editor’s Note: Since Pamela Porter visited Martin Elementary in May, José Carrillo has taken a job as principal at Cobre High School in Bayard, New Mexico. Javier Milo is now principal at Martin.
Pamela Porter is a freelance writer and photographer who lives in Las Cruces, New Mexico.
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