Dual Language Training Institute

I just attended a three day training on the One-Way Dual Language (OWDL) program based on the Gomez & Gomez Dual Language Enrichment Model (DLE), and I thought it was extremely helpful since it incorporated research and best practices on the field. This model is been used by our district as the program for bilingual education. Below are some things that I thought helpful and would like to register for future reference.

The model emphasizes the development of concepts in a first language, and the maintenance of the same in order to learn and transfer into a second language more easily. The developers also stress the need of good teaching practices. From the planning of a lesson to the implementation of the same, the educator should have high expectations for all the students in the class, thus raising the bar of how a concept should be taught in class. For a list of Bloom's Taxonomy verbs when preparing your lesson, please refer to http://www.teach-nology.com/worksheets/time_savers/bloom/.


Gomez and Gomez believe in a print rich environment, and support the idea of labeling objects (red for Spanish and blue for English) in the classroom, as well as in student generated alphabet charts in both languages.


The use of Language of the Day (LOD) and Language of Instruction (LOI) is also promoted in this model. In the lower primary, the focus is on using their native language for Language Arts, Science and Social Studies, and using their second language for learning Math (LOI). The Language of the Day alternates every other day, MWF in Spanish, and TTh in English. It consists of the social language, and any other language that is not being used for instruction (i.e., hallway language, recess, cafeteria, specials, etc). For LOD phrases, please refer to http://www.dlti.us/images/LODPhrases-1.jpg?482 and http://www.dlti.us/images/LODPhrases-2.jpg?482.

One last thing worth noting is the use of Bilingual Pairs and Bilingual Learning Centers in the classroom. A Bilingual Pair is when the teacher pairs up a student who is stronger in the first language with one who might not be as strong, and vice versa. The pair work together in cooperative learning activities helping each other in the areas their lacking. The Bilingual Learning Centers consist of content based workstations that would contain three activities in the Language of Instruction, and one in the other language. The students have to work through them using cooperative learning strategies.

There are many more facets to the model, but they are too extensive to include here. For more information on the model please visit www.dlti.com.

Websites for reference:

dlti (Dual Language Training Institute)

list of cognates in Spanish and English: http://dlti.us/doc/COGNATESDISD.pdf

www.educar.org (Spanish resources)

www.thomasandcollier.com (bilingual education research)

TABE (Texas Association for Bilingual Education)

NABE (National Association for Bilingual Education)