Workshops
Target Language Assessment
FULL Workshop 1: Moving Immersion Students from Intermediate to Advanced Proficiency: Targets, Planning and Assessment FULL
Greg Duncan, Founder and President, InterPrep
Chantal Thompson, Brigham Young University
Proficiency targets guide many new immersion programs. Once these targets are set,
a particular challenge is moving students from Intermediate to Advanced proficiency.
This workshop will (1) examine sample immersion program proficiency targets; (2) address
the phenomenon of the Intermediate Mid plateau; (3) define what Advanced proficiency
looks like; (4) consider strategies to help students reach Advanced proficiency; (5)
explore the planning and teaching implications of proficiency targets, and; (6) deal
with measuring proficiency attainment through external assessment.
FULL Workshop 2; Effective Formative Assessment in the Immersion ClassroomFULL
Michael Bacon, Portland Public Schools Dual Language Immersion Assistant Director
Chiung-Chen Yu, Portland Public Schools Mandarin Immersion Middle School Teacher
Improving language proficiency outcomes in the immersion classroom starts with effective
formative assessment practices. Setting clear targets and providing specific feedback
empowers students to take control of their language learning, an essential component
to achieving advanced level proficiency in K-12 immersion programs. Workshop participants
will identify key strategies of formative assessment, examine various examples of
formative assessment practices, and develop tools for their own classrooms.
Preservice and Inservice Teacher Education
FULL Workshop 1: Preparing Immersion Teachers for the Secondary Context FULL
Stella Kong, Hong Kong Institute of Education; stella@ied.edu.hk
Immersion is challenging for secondary school teachers because students need to be supported in their academic second language development to be able to deal with the complex academic cognitive demand of the content. This workshop suggests how trainers/teacher educators can help teachers address these issues. It focuses on four main academic genres and takes participants through the workshop training tasks to use with teachers.
FULL Workshop 2: Designing Effective Immersion Teacher Preparation and Professional Development ProgramsFULL
Diane J. Tedick, University of Minnesota
Ana Hernández, California State University – San Marcos
Blair Bateman, Brigham Young University
Designed for teacher educators, this session will focus on the competencies that teachers need to be effective in both one-way and two-way immersion contexts. Participants will collaboratively explore specific tasks that can be used in teacher preparation and professional development programs to train effective teachers. Presenters will also address other issues pertaining to program development, such as the need for collaboration among various university departments to establish and offer programs.
Teaching and Learning
FULL Workshop 1: Implementing the Common Core in Dual Language Immersion FULL
Ofelia Wade, Spanish Dual Language Immersion Director, Utah State Office of Education
Lynn Fulton-Archer, Education Specialist, World Language Immersion, Delaware Department
of Education
Dawn Samples, World Languages and Partial Immersion Coordinator, Lexington County
School District
Elizabeth Lawrence-Baez, Lead Teacher, Lexington County School District
Teachers across the United States are aware that the Common Core State Standards, as well as revised state-level standards, are having a significant impact on expectations for student learning. Dual Language Immersion teachers are expected to ensure that their students meet rigorous standards, even when students are learning academic content through a new language.
This workshop will examine the interdependence among language, literacy, and academics. The workshop will examine what we can learn from how effective immersion teachers carry out their roles as they integrate content and language; how immersion programs addressing the need for well- developed literacy skills as students learn academics in the upper grades; and how existing immersion instructional strategies in content areas such as math and science are aligned with new standards, as well as highlight any additional strategies that might enhance student learning.
FULL Workshop 2: Practical approaches for special populationsFULL
Veronica Lopez-Mendez, San Diego Unified School District
Nenette Rodriguez, San Diego County Office of Education
Learners of all populations can be successful in immersion with appropriate support
and strategies that can help meet their needs. This workshop focuses on learners of
special populations (such as special needs students, heritage learners, late entry
participants, ELs, disengaged students) and what it takes to meet these learners where
they are, to address their individual needs, and to help them progress in both language
and content.
The presenters will focus on how to identify student needs as well as effective strategies
to provide support during core instruction. Support measures, such as RTI, and other
approaches that facilitate progress in content and language learning will also be
presented. Participants will leave with practical ideas to implement and monitor
interventions that increase student learning.
Cross-Cultural Competence: Fostering Intercultural Identity and Community
Workshop 1: Cultural Pedagogy and the Heritage Learner
Madeline K. Spring, Arizona State University
This workshop will offer hands-on practice in integrating language proficiency with questions of culture, identity, and behavior, with special focus on the heritage learner in dual immersion education. Participants will come away with some practical ideas of how to embed culture in dual language programs that include this culturally and linguistically diverse population of students.
FULL Workshop 2: Integrating Cultural Proficiency Practice into the Dual Language Classroom and CurriculumFULL
María Luisa Spicer- Escalante, Utah State University
Ana M. Hernández, California State University San Marcos
This workshop will offer a practical approach to incorporating and assessing intercultural perspectives in the dual language classroom and curriculum in global learning networks, as well as examining rubrics for advancing cross-cultural competence. It will also address some of the most important challenges that teachers face when teaching culture in the DLI settings.
Advocacy & Policy
FULL Workshop 1: Advocating for, Marketing, and Sustaining K-12 Immersion ProgramsFULL
Terri Hammatt. World Language Consultant to the Louisiana Department of Education
Carolyn Schubach, Associate Director for Advanced Learning Programs, Granite School
District, Utah.
Ann Tollefson, Independent Consultant to Delaware and Utah DLI Programs
This workshop will actively involve participants in considering successful advocacy models for convincing local and state decision makers to implement and grow K-12 immersion programs. After looking at and analyzing three advocacy and marketing examples, participants will use a planning template to work individually or in small groups to adapt and design strategies that are appropriate for their own contexts. Opportunities for substantive feedback and discussion will be built into the workshop agenda.
Workshop 2: Dual Language Immersion Responses to Current Policy Mandates
Edward Tabet-Cubero, Deputy Director, Dual Language Education of New Mexico
Jamie Leite, Portuguese Dual Language Immersion Director, Utah State Office of Education
Administrators and teacher leaders of immersion programs often find themselves listening to district and state mandates and asking, “how does this policy/practice apply to an immersion program?” From teacher evaluation to RTI to assessment and accountability systems, immersion leaders must adapt their practices to meet the distinct needs of students learning in their first and second languages. Join workshop participants in identifying concrete strategies to adapt these mandates in ways that are effective for the immersion context.
Research In Its Applications
FULL Workshop 1: Conducting Immersion Research and Evaluation on A Local LevelFULL
Elizabeth Howard, Neag School of Education, University of Connecticut.
Julie Sugarman, Senior Research Associate, Center for Applied Linguistics
Participants will learn the basics of conducting self-study, action research, and program evaluation to promote quality immersion education at the classroom, school, and district levels. Topics discussed will include defining research or evaluation questions; types of data that can be collected on student outcomes, teaching practices, community involvement and program implementation; and working together with external partners to conduct research and evaluation. The use of the Guiding Principles for Dual Language Education as a tool for self-evaluation will be demonstrated.