All workshops are scheduled for Thursday February 7, 2019. All workshops are optional and require additional fees. On site workshop registrations will be available as capacity allows.
Morning Workshops: 9:00 am – 11:30 am
Creating Rigorous Units of Study for Secondary Immersion
Presenters: Marisol Kreuzer, Secondary Spanish DLI Teacher on Special Assignment, Chiung-Chen Yu, 6-8 Chinese DLI Teacher, Matt Bacon-Brenes, 6-8 Japanese DLI Teacher/DLI New Teacher Mentor Coach and Michael Bacon, Director of Dual Language, Portland Public Schools)
As immersion students move into middle and high school, the range of language proficiency levels among students varies greatly and students’ cognitive development tends to outpace the students immersion language development. Engaging adolescents in high level critical thinking with authentic texts and meaningful instructional activities is essential to fostering motivated learners in the secondary immersion classroom. Participants in this workshop will learn how secondary immersion teachers employing an instructional approach predicated on social cultural learning theory and Vygotsky’s zone of proximal development can develop curriculum units with high rigor and high scaffolds that facilitates better academic language development and cognitive engagement. Examples will be provided in Spanish, Chinese and Japanese.
Promoting Student Discourse in the DLI Math Classroom
Presenters: Ana Richter, Immersion Specialist, DOE and Charlie Webb, Math Coach, Appoquinimink Schools, DE
How can we support immersion students so they can be active participants in the purposeful exchange of ideas in classroom discussions? How can we structure activities and mathematical tasks so immersion students can express their ideas about mathematical topics and display mathematical understanding in a meaningful way? These questions and more will be addressed in this workshop. Attendees will explore proven strategies first-hand, analyze videos of immersion math teachers, and leave with ideas and strategies to implement.
Applying the Stages of Implementation to Immersion Program Development
Presenter: Lynn Fulton-Archer, Delaware Department of Education
While many educational initiatives fail, research indicates that by applying Implementation Science, the majority succeed. In this workshop, become familiar with the four Stages of Implementation, explore key components of each stage, and identify key applications of the stages to establish, expand, and sustain your immersion program.
Research and Benefits of PreK Dual Language/Immersion Education
Presenters: Rosa Molina, Executive Director, ATDLE and Fred Genesee, PhD., McGill University
This preconference workshop will focus on research and benefits of dual language development and education for PreK children. Fred Genesee will focus on research related to bilingual development of young children from birth to 5 years of age, including evidence on typical patterns of development and factors that influence development during the preschool years. Potential benefits of early dual language learning and how to identify and work with pre-school learners with learning challenges will also be discussed. Rosa Molina will discuss research and best practices in the implementation of dual language programs for pre-school age children. The goals of the workshop are to provide participants with state-of-the-art understanding of dual language learning and programs for preschool-age children and practical suggestions for planning and implementing these programs. Workshop presenters will provide practical suggestions and recommendations for raising and educating preschool-age children bilingually.
Advocacy at the State Level
Presenter: Erin L. Papa, Ph.D., Rhode Island College
Leverage the strengths of your community to attain state-level support for language education! Participants in this workshop will learn about the development and implementation of State Language Roadmaps. Using lessons learned, collaborative teams of language advocates will develop strategic action plans for 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.
Supporting K-12 DL/I Programs with the Team Approach
Presenters: Tom Daugherty, Social Studies Consultant; Ann Marie Gunter, World Languages Consultant; Kelly Schultz, English Language Arts Consultant for Grades 6-8, North Carolina Department of Public Instruction
This workshop focuses on how a cross-curricular team approach to supporting dual language/immersion (DL/I) can work at the state, district or program level. Come and learn about how team members from English as a Second Language (ESL), federal programs, global education, K-3 literacy, special education, world languages, and other areas have worked collaboratively to create a state-level team in North Carolina. The NC DL/I Team coordinates a menu of blended professional development and networking opportunities for DL/I administrators and teachers, a communications strategy that showcases new and expanding DL/I programs, and an ongoing structure of supports for all DL/I programs across the state. A number of partnerships and resources will be shared, and time will be spent on action plans that workshop participants can use to pull together their own team approach locally.
Systemic structures for supporting international guest teachers
Presenters: Ofelia Wade, Utah Spanish Team, Utah State Board of Education
The shortage of highly qualified teachers seriously threatens the sustainability of DLI programs. Many state and district administrators have resorted to international collaborative initiatives to meet this challenge. This workshop explores effective systems of support that facilitate the successful integration of international guest teachers into our local and academic DLI communities.
Participant will be introduced to state, district, and school level tools that outline effective structures of supports for international teachers.
Indigenous Language Teacher Certification and Learner Assessment
Presenter: Hartwell Francis, Kituwah Preservation and Education Program
Obstacles to Indigenous language education include teacher certification and assessment. We present our experiences developing a teacher certification process and language assessments for Cherokee language, a moribund Indigenous language. We outline our community work to establish certification for K-12 language teachers, legislation that sanctions the process at the state level, and our experiences with stakeholders. We work with participants to develop and implement legislation for certification. Certification presupposes an assessment process. We discuss Indigenous language learning assessment including structural differences with global languages, pedagogical materials, and small population. We interpret contemporary assessment models with respect to Indigenous languages and we outline our approach to an assessment framework for Cherokee language. We work with participants to design advocacy and policy strategy based on clear, workable certification and assessment procedures.
Afternoon Workshops: 1:30 pm – 4:00 pm
Negotiating Rigor and Academic Development in Secondary Immersion
Presenter: Ofelia G. Wade, Utah State Board of Education, Utah Spanish Secondary Team
As Dual Language Immersion programs mature and progress into the secondary level, there is an urgent need to examine program design, curriculum, and pedagogy that addresses the specific needs of the DLI learner and program outcomes in this secondary context.
To respond to the increasingly complex needs of the program, the secondary
Spanish team in Utah has adapted and articulated curriculum and pedagogy that provide DLI students in a secondary setting access to a rigorous content in the immersion language. This content is highly aligned to the academic and language proficiency outcomes of the program and promotes learner autonomy in the learning process.
During this workshop, participants will be exposed to the theoretical framework that supports Utah’s secondary DLI program and guides its curriculum and pedagogy. Participants will also have an opportunity to interact with some of the most effective tools that support this curriculum and pedagogy including the use of: KWL charts, Linguafolio, Cornell notes and an embedded evaluation cycle that is designed to prepare the student for the rigor and structure of the AP test.
Keeping It Real: Authenticity in the Language Classroom Using Project Based Language Learning Methodology
Presenters: Lucia Rubio, University of Utah and Chantal Esquivias, Weber State University
This workshop will show how to apply the teaching methodology of Project Based Language Learning (PBLL) through two projects that took place in high school advanced Spanish classes within the Bridge Program in Utah. Presenters will walk the audience through all the steps and scaffolding necessary for a successful project and product. The audience will actively participate in the process.
The purpose of this workshop is to offer educators hands on examples of already implemented projects in the language classroom based on the teaching methodology: Project Based Language Learning (PBLL). There will be a brief overview of the theoretical framework of PBLL, however, this presentation will focus on the real classroom experiences. PBLL has proven to be a highly engaging and motivating teaching method that has yielded great results in the advanced language classroom within the Bridge Program in Utah. The Bridge Program is a unique course that offers upper division university classes to high school students in a high school setting following a co-teaching model of high school and university instructor.
School Leaders Matter: Community Building through Powerful Dual Language Programs
Presenter: Rosa Molina, Executive Director, ATDLE
Dual Language programs must be created as catalysts for change in a concerted effort to shift the national narrative on first and second language learning and learners. Dual Language programs require that school and district leaders examine their fundamental knowledge of their programs alongside their leadership identities, missions, purposes, and visions in their schools and districts. The speaker will engage participants in a discussion about whether their leadership practices offer students optimal opportunities to learn languages in culturally responsive environments. She will ask school leaders to think critically about how they perceive their own leadership worth, create equitable school policy for the implementation of their programs, and analyze their value as leaders of their school communities. Do your leadership practices ensure that equity through formal second language study abounds for all students?
Developing K-2 Literacy Stations
Presenter: Nora Santillan, Mount Airy City Schools, NC
Providing purposeful and meaningful literacy and writing activities that are both academically engaging and appropriately challenging are key to support dual language learners to acquire language proficiency. This interactive workshop will provide participants with guidance and resources to create effective centers integrating reading comprehension, language and writing development. These stations will support differentiated instruction and metacognitive skills.
Secondary Immersion Program Design - Approaches in North Carolina
Presenter: Chad Morgan, Chatham Middle School, NC
This presentation would be sharing how our school district and school level administration has worked together without additional allocated teachers to expand our DL program to a K-12 continuum for our students with the goal of our DL students graduating from a comprehensive high school with a seal of biliteracy. We are the only K-12 DL program in the state of North Carolina within a traditional school setting. We would like to share with other schools and/or systems the lessons learned and how to avoid to pitfalls our schools have overcome in reaching our goals for the DL Program within Chatham County Schools.
Grow Your Own DLI Teachers
Presenters: Michael Bacon, Director, Department of Dual Language, Portland Public Schools and Jon Valentine, Director, Department of Foreign Languages, Gwinnett County Public Schools
As Dual Language Immersion programs expand nationwide, what was once mere scarcity of qualified teacher candidates has become critical. To respond to these needs, teams in Portland Public Schools in Oregon and Gwinnett County Public Schools in Georgia have implemented strategies and programs to "Grow their own" teachers by incorporating interventions beginning as young as the elementary and middle school years and leveraging existing Career and Technical Education (CTE) programs at the high school level. In addition, by working with building and district leaders along with university partners, programs have also been developed to allow non-certified teaching candidates to experience on-the-job training as they gain their teaching credentials, giving them capacity to hit the ground running the moment they finish certification. During this session, participants will learn more about how these two school districts are leveraging existing and developing new programs to ensure teacher capacity to both replace teachers as they retire or move on, as well as scale forward in expectation of program expansion.
From the Ground Floor Up: Creating a solid foundation for DLI programs at the school level
Presenter: Charlotte R. Hancock, Union County Public Schools and UNCC
This workshop will showcase strategies for expanding support for immersion and dual language programs beginning at the school level. It will specifically discuss the strategies that stakeholders at the presenter’s elementary school have implemented to grow, nurture, and sustain the DLI program as it has grown from 1 DLI class to 8 since its beginning in 2014. There will be a substantial amount of time dedicated to allowing participants to develop and/or further develop their own school plan for expanding support for immersion and dual language programs.
Policies, Practices, and Perspectives
Presenter: Leslie Baldwin, Winston-Salem/Forsyth County Schools
How do state, federal, and district policies affect bilingual programs? How can I expand programs through advocacy efforts? How can I work to affect policies for the benefit of my programs? We will address these questions and more in this workshop. Presenters will share experiences from a district perspective. Participants will create action plans applicable to their situations.
¡Toma la palabra! Las BASES de un aula bilingüe de calidad
Presenter: Dr. Monica Lara, Seidlitz Education
Esta sesión presenta los elementos que se destacan en un aula bilingüe de calidad. Las siglas BASES exploran la importancia que posee el docente y el valor de su vocación al encaminar a sus estudiantes. A la vez, se identifican la importancia de la oralidad y el diálogo como pocesos fundamentales que sirven de enlace con la lectoescritura. Por ende, se discute el papel transcendental del conocimiento previo del estudiante y se ofrecen ideas para activarlo y desarrollarlo, especialmente cuando se trata del capital de lenguaje que nuestros estudiantes bilingües emergentes ya poseen en español.
Linguistic Analysis, Cultural Literacy and Intercultural Competency in the Language Immersion Classroom
Presenter: Christopher M. Livaccari, Head of School at Presidio Knolls School
It is clear that multilingualism is the single most powerful lever for developing students’ intercultural and global competencies, and helping them develop the mental flexibility necessary for success in a rapidly changing world. Teaching both language and culture in deep and reflective ways, through an engaging, inquiry-based approach, with explicit comparisons between the target language and English, is the best way to ensure that learning language is not simply a matter of acquiring vocabulary and grammar, but rather a constructive and iterative process of pattern recognition, meaning making, and learning to see the world through different lenses and conceptualize problems with different approaches and perspectives. Add to this a rich consideration of the cultural knowledge necessary to communicate effectively with native speakers and you have a recipe for an effective and engaging language immersion program.
Please join Chris Livaccari, author most recently of New Ways of Seeing: How Multilingualism Opens Our Eyes and Trains Our Minds for a Complex World, for a lively discussion of how to build a language immersion program that enables students to develop a deep understanding of the ways that language and culture work, interact, and intersect. We will discuss strategies for building students’ cultural literacy, utilizing linguistics in the immersion classroom, and working toward the development of intercultural competency.