Presenters: Diane Tedick, Professor, University of Minnesota and Roy Lyster, Professor, McGill University
Description: This workshop shares its name with the co-presenters’ new book, an indispensable resource supporting teachers in their endeavor to integrate language and content. Following an introduction to the book, including its rationale and how it can most effectively be put to use, the co-presenters will zoom in on ways for teachers to integrate a language focus into their subject-matter-driven curriculum with the goal of improving students’ proficiency in the immersion language. Scaffolding will first be presented as an essential means to enable students to engage with content in a language they are still learning, while also increasing both the quantity and quality of their target language production. An instructional sequence will then be outlined that comprises four phases—contextualization, awareness, practice, autonomy—and thus called the CAPA model, which aims to develop students’ metalinguistic awareness while engaging them in purposeful use of the target language. Concrete examples from actual classrooms will be provided to support teachers as they commence the planning of their own instructional sequences integrating both language and content objectives.
Presenters: Kerrie Neu, DLI Specialist, Granite School District, Utah and Lucia Rubio, DLI Spanish Coordinator, Utah
Description: In this workshop we provide an overview of language proficiency, discuss why proficiency is important in DLI programs and demonstrate tools and strategies used to inform teachers, students, and parents about language proficiency. Throughout the workshop we will provide practical examples and guide participants in how to facilitate student progress through a focus on language proficiency. We will share how we train Utah DLI teachers in strategies to develop and assess proficiency and how we teach our parents about proficiency.
Presenters: Pamela Delfosse, World Language and Global Education Consultant, Wisconsin Department of Public Instruction and Silvia Romero-Johnson, Executive Director, Madison Metropolitan School District -Office of Multilingual and Global Education
Description: This workshop will allow participants to identify dual language education program development goals and draft a plan for collaborative action. Facilitators will introduce state and local initiatives in Wisconsin designed to improve equity in access to the benefits of dual language education. Participants will explore the role of partnerships, policies, proficiency, and data in our collective effort to improve and expand dual language education. The value of a shared vision and framework for developing language, intercultural and global competence will be a focus for this workshop.
Presenter: Rhonda Broussard, CEO, Beloved Community
Description: This session is focused on establishing a common understanding of racial equity and sustainable strategies for equity and inclusion in language immersion settings. Participants will begin their own Equity Audit self-study of their school’s diversity, equity, and inclusion practices. Participants will leave with strategies to improve inclusion and equity practices.
Presenters: Lisa Dorner, Associate Professor, University of Missouri; Verónica E. Valdez, Associate Professor, University of Utah; and Eulogio Alejandre, Principal, Esperanza Elementary, Salt Lake City, Utah
Description: This workshop is for district teams (DL teachers, principals, coordinators, parents, and/or students) who aim to build equity-driven DL programs. Focused on equity goals, participants will analyze/develop their own DL mission/vision, student recruitment/enrollment, and community engagement policies. Everyone will leave with an Action Plan.
Presenter: Erin Papa, Assistant Professor, Rhode Island College
Description: Leverage the strengths of your community to advance language immersion education in your context! Participants in this workshop will learn about the power of community coalition-building in the implementation of a State Language Roadmap. Using lessons learned, participants will collaborate in a power analysis exercise to inform strategic action plans for community-driven advocacy within their respective state/regional contexts. This community of language advocates will be encouraged to share strategies and successes at and beyond this event.
Presenters: Karl Bowman, World Languages & Dual Language Immersion Specialist, Teaching and Learning, Utah State Board of Education
Description: Using the Utah Dual Language Immersion legislation as a model, participants will learn about the model, the legislation that led to the implementation of the Utah Dual Language Immersion model. Learning the legislative process and how a bill is passed, participants can explore a roadmap for passing legislation in your own state’s context that benefits dual language learners.
Presenter: Dawn Samples, Director for Professional Learning, Avant Assessment
Description: Developing bilingualism, biliteracy, biculturalism, and academic achievement in a well-managed classroom presents many challenges for immersion teachers. In this workshop, master DLI teachers will demonstrate how combining core practices (such as making input comprehensible, the modeling cycle, opportunities for output, and checking for understanding) and effective classroom routines and management strategies can support DLI student learning during lessons that integrate language, content, and culture.
Presenters: Brandon Locke, Director, World Languages & Immersion Programs, Anchorage School District, Alaska
Description: Leading a DLI program requires systemic partnerships, collaboration, and problem-solving. In this principal-led workshop, three principals and their leadership teams will facilitate discussions of strategies for systematically supporting both one-and two-way DLI programs. They will also share tools for working effectively with teacher-leaders in both elementary and secondary contexts.
Presenters: Carolyn Schubach, DLI Administrators Program Director, Utah and Michael Bacon, Director of Dual Language, Portland Public Schools, Portland, Oregon
Description: Effectively leading and guiding the implementation of a DLI program requires intentional design and strategic planning. This workshop introduces school and district administrators to the fundamentals of implementing a dual language immersion program in diverse contexts and for various program models and languages. Participants will gain a clear sense of purpose and vision grounded in research and equity, knowledge and understanding of how DLI works and core foundational best practices, and strong familiarity with practical strategies in proactively addressing common pitfalls.
Presenters: Magaly Lavadenz, Loyola Marymount University, California and Myriam Met, DLI Consultant
Description: This workshop provides an in-depth discussion of the decisions involved with planning a new immersion program or expanding an existing program beyond the primary grades. The presenters, who have assisted in planning and supporting a variety of immersion program types for a range of populations, will review many of the decisions program planners must make. The presenters will provide participants with information and resources that help program planners determine the advantages or disadvantages for their own context when selecting a program model, determining which subjects are to be taught in the immersion/target language, development of staffing plans, as well as when and how literacy instruction in both English and the target language will be carried out. Presenters will also discuss criteria for staffing, assessing staff needs for professional development, criteria for selecting or creating instructional materials, and how parent/community outreach and engagement contribute to sustaining high quality programs through the grades.
Presenters: Deb Palmer, Professor, Equity, Bilingualism and Biliteracy, University of Colorado Boulder and Dan Heiman, Assistant Professor, University of North Texas
Description: The recent addition of a fourth goal in Dual Language Bilingual Education (DLBE), critical consciousness, comes at an urgent time due to rapid growth and potential gentrification of these programs. In this workshop we highlight critical manifestations of this fourth goal at the pedagogical, linguistic, and policy levels, and engage participants in dialogue and action around how this fourth goal could take root in their respective contexts.
Presenters: Jamie Leite, Assistant Principal, Lakeview Elementary, Provo City School District, Utah and Johanna Watzinger-Tharp, Associate Professor, University of Utah
Description: English Learners acquiring a third language through dual language immersion face unique advantages and challenges. In this workshop, presenters will introduce themes from their research on third language learners and provide a framework for additive trilingualism grounded in linguistic diversity and social justice. Participants will discuss and reflect on recommendations for protecting students’ home languages and improving their multilingual experiences.
Presenter: Lynn Fulton-Archer, Education Specialist (Dual Language Immersion), Delaware Department of Education
Description: While there are many commonalities to advocating for dual language immersion education, individual context plays a key role in the process. Participants in this workshop will use five-step framework to create their own context-specific advocacy roadmaps including articulating their “why” for immersion, connecting to existing local initiatives, identifying key stakeholders, and planning critical steps to advocating for dual language immersion education.
Presenters: William P. Rivers, Executive Director, JNCL-NCLIS and Trey Calvin, Managing Director, JNCL-NCLISSTRAND
Description: This workshop introduces participants to the powerful arguments for languages in 21st Century America. These include national efforts, such as the Congressionally-requested Commission on Language Learning of the American Academy of Arts and Sciences and the Congressional Caucus on America’s Languages. Participants will develop their own advocacy presentations and will advocate directly during the workshop.
Presenters: Blair Bateman, Professor, Brigham Young University, Utah; Ellen Knell, Associate Director for Curriculum and Instruction, Brigham Young University, Utah; and Cherice Montgomery, Assistant Professor, Brigham Young University, Utah
Description: Finding high quality teachers to staff and lead DLI programs is an ongoing challenge. This workshop highlights the power of systemic partnerships as tools for developing a pipeline of preservice teachers who have the capacity to serve as effective DLI teacher-leaders. In collaboration with current and former students, workshop facilitators will interactively engage participants in examining strategies for partnering with multiple stakeholders, developing programs within existing policies and program structures, promoting professionalism among preservice teachers, and preparing preservice teachers to serve as effective teacher-leaders through curriculum, networking, and professional activities that engage them in “real” professional work.
Presenter: Liza Speece, Coordinator for World Languages and Dual Language Immersion, Lexington 1 School District, South Carolina
Description: The many challenges presented by DLI programs require continuous professional learning, but one-shot professional development does not create lasting change in the practice of teachers, administrators, or support staff. This workshop models a coaching cycle approach that supports effective professional learning in DLI programs through teacher interviews, classroom observations, professional learning, and reflection. Using video clips taken throughout an entire school year, workshop facilitators will illustrate the successes, struggles, and strategic support of a diverse group DLI teachers. Participants will experience the coaching cycle and apply its principles to issues and problems in their own contexts.
Presenter: Ana Hernández, Associate Professor of of Multilingual and Multicultural Education, California State University San Marcos
Description: CRT acknowledges the home-community culture of the students and integrates their cultural experiences, values, and understandings into teaching and learning. In the context of DLI, we need to critically examine our biases and develop deeper knowledge of our students lives, how they perceive themselves, and how the world receives them. Workshop will define key principles of CRT by examining students’ cultural and linguistic identity, checking our systems for equity and access, and defining meaningful family engagement.
Presenter: William Nichols, Director, Center for Urban Language Teaching and Research (CULTR), George State University
Description: This workshop will identify methods for engaging with families, especially those from underrepresented groups and lower socioeconomic backgrounds, to provide them with strategies for self-advocacy when talking with teachers, principals, superintendents, and other members of school administration about the need for language education at their schools.