18 annual dual language and english learner conferenceenglish learner conference 2019 breakout...

San Diego County Superintendent of Schools Dr. Paul Gothold

San Diego County Board Of EducationPaulette Donnellon Guadalupe González Alicia Muñoz Mark Powell Rick Shea

Jan. 16-18, 2019San Diego State University

Dual Language and English Learner

18th Annual

ConferencePreparing Our Students to Thrive in Challenging Times

ii | Jan. 16-18, 2019 | SDSU

Dual Language andEnglish Learner CONFERENCE 2019

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STUDENTORGANIZATIONS

STUDENT LIFE& LEADERSHIP

COMMUTER STUDENTRESOURCE AREA

TEHUANCO

CENTER FORLEADERSHIP & SERVICE

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PARK BLVD Floor 1

Park Boulevard SuitePride Suite

Floor 2Montezuma Hall

Montezuma LoungeUnion Theatre

Templo Mayor SuiteAztlan Suite

Metztli SuiteTehuanco Suite

Floor 3 Council ChambersLegacy SuitePresidential SuiteState SuiteVisionary Suite

#DLEL2019 | @sandiegoCOE | www.sdcoe.net/DLEL | 1

Preparing Our Students to Thrive in Challenging Times

Thank you to our sponsors!

2 | Jan. 16-18, 2019 | SDSU


SCHEDULEMain Sessions (Montezuma Hall)

Thursday, Jan. 17

Breakfast and Registration .................................................................................................7:30 to 8 a.m.

Opening Session .....................................................................................................................8 to 9:45 a.m. • Welcome: Preparing Our Students to Thrive in Challenging Times Dr. Paul Gothold, San Diego County Superintendent of Schools • Student TED Talk Presentations: Bostonia Language Academy Students • Featured Keynote: Ensuring Quality for Dual Language and English Learner Programs Dr. Tara Fortune, Director of the Immersion Research and Professional Development Project for the Center for Advanced Research on Language Acquisition

Networking Break ...............................................................................................................9:45 to 10:15 a.m.Breakout Sessions .............................................................................................................10:15 to 11:45 a.m.Lunch and Networking ..........................................................................................................11:45 a.m. to 12:30 p.m.Breakout Sessions .............................................................................................................12:30 to 2 p.m. Closing Session .......................................................................................................................3 p.m. • Binational Panel: Transborder Pedagogy: Re-imagining Our Educational San Diego-Tijuana Region Dr. Cristina Alfaro, Dr. Norma Iglesias-Prieto, Lic. Yara Lopez-Lopez, Dr. Gabriel Lopez, Lic. Maribel Piña, Dr. Sera Hernández

Friday, Jan. 18

Breakfast and Registration .................................................................................................7:30 to 8 a.m.

Opening Session ...................................................................................................................7:30 to 9:45 a.m. • Featured Keynote: El inglés no se me pega/English Doesn’t stick to Me Reyna Grande, Author and Award-Winning Memoirist • Featured Keynote: Changing Mindsets: Transforming Practice Nicole Knight, Executive Director of English Language Learner and Multilingual Achievement Office, Oakland Unified School District

Networking Break ...............................................................................................................9:45 to 10:15 a.m.Breakout Sessions .............................................................................................................10:15 to 11:45 a.m.Lunch and Networking ..........................................................................................................11:45 a.m. to 2:30 p.m.Special Lunch Session ..........................................................................................................12 to 12:30 p.m. • Information on the California Spanish Assessment Carla Najera-Kunsemiller, California Department of Education Marques Barron, Educational Testing Service

Closing Session .......................................................................................................................12:30 to 2 p.m. • Special Session: Leadership for Transforming Outcomes for English Learners - Oakland Unified School District’s Journey and Roadmap Nicole Knight, Executive Director of English Language Learner and Multilingual Achievement Office, Oakland Unified School District



Tara Williams Fortune is director of the Immersion Research and Professional Development Project at the Center for Advanced Research on Language Acquisition (CARLA), University of Minnesota. In partnership with dual language and immersion practitioners and leading researchers, Fortune devotes most of her professional time to the continuing education of dual language immersion educators throughout the U.S. and abroad. She also serves on the editorial board of the Journal of Immersion and Content-Based Language Education and as graduate faculty in Curriculum and Instruction in the College of Education and Human Development at the University of Minnesota. Her publications include two co-edited research volumes on immersion education, a research-to-practice handbook on struggling immersion learners, and articles in journals such as Foreign Language Annals, Modern Language Journal, Annual Review of Applied Linguistics, and the Journal of Immersion and Content-Based Education (JICB). Fortune is the 2016 recipient of the U.S. Paul Pimsleur Award for Research in Foreign Language Education.

Reyna Grande is an award-winning novelist and memoirist. She has received an American Book Award, the El Premio Aztlán Literary Award, and the Latino Book Award. In 2012, she was a finalist for the prestigious National Book Critics Circle Awards. Her works have been published internationally in countries such as Norway and South Korea. Grande’s novels include Across a Hundred Mountains (2006), Dancing with Butterflies (2009), and The Distance Between Us (2012). Currently Grande teaches creative writing at UCLA Extension and is at work on her next novel.

Nicole Knight is the executive director of the English Language Learner and Multilingual Achievement Office at Oakland Unified School District. She is honored to have served Oakland students for the last 20 years as a teacher, teacher leader, and instructional leader at the site and district level. A National Board Certified Teacher in English as a New Language, Knight has expertise in language and disciplinary literacy development of English language learners, curriculum development, and professional development for teachers and principals. She is also the mother of two bicultural and bilingual children, both students at a dual language school in Oakland.

Nicole Knight

Dr. Tara Fortune

Reyna Grande

4 | Jan. 16-18, 2019 | SDSU


BREAKOUT SESSIONS Thursday, Jan. 17 10:15 to 11:45 a.m.

SESSION TITLE

The Living Document of Intentionality: Critically Transforming Access and Equity for English Learners with Special Needs

Dual Language Education: Socio-Cultural Competence

Environmental Biliteracy: Multilingual and Culturally Sustaining Ways to Answer California’s Call for Environmental Literacy across the Content Areas

Enhancing Opportunities for (Bi)literacy Development through Participating in Engineering Design Challenges

Addressing Islamophobia and Its Impact on Muslim Students

PRESENTER

Dr. Xochitl Archey

Veronica Gonzalez

Dr. Garret Delavan

Dr. Alberto EsquincaDr. Alejandro Mejía

Lallia Allali, Godwin Higa,Linda K. Williams

DESCRIPTION

It is important to understand that English learners with special needs have a right to participate in dual language programs and that by no evidence at all has it been demonstrated that these programs negatively impact language development or attainment. English Learners with special needs do, however, need to be supported and given ample opportunities to be successful. The guiding questions presented in this session may yield more promising educational experiences for ELs with special needs.

Quality dual language programs are grounded in three pillars – biliteracy, academic achievement, and socio-cultural competency. In this presentation, participants will explore pedagogy and practice around socio-cultural competence.

This session will first outline reasons dual language and English learner educators should see their work as connected to environmental sustainability issues, touching on NGSS and the 2016 recommendations of California’s Environmental Literacy Taskforce. An example unit will offer a model for guiding students through research on environmental issues and activists they culturally identify with. Attendees will then use their mobile devices to research some curricular possibilities that resonate with their own multiple identities, or those of their students.

We learn by doing and talking. New meanings, concepts, and words are learned in the midst of meaningful action. Artifact-mediated, interactive exchanges can provide opportunities for learning. These meaningful exchanges can be fertile ground for developing language in dual language programs. Participants will engage in an engineering design challenge (which requires no specialized knowledge) in order to reflect on the opportunities to develop both new words and new concepts in the midst of meaningful activity.

The presentation will promote awareness of the dramatic increase in the bullying of Muslim students, and ways to help prevent it and intervene. This bullying is causing an alarming negative learning environment for all students. Numerous ready-to-use tools and resources will be offered to support cultural and religious diversity in our schools to help prevent bullying and intervene.

SUITE/ROOM

Pride Suite1st floor

Park BoulevardSuite1st floor

Aztlan Suite2nd floor

Metztli Suite2nd floor

Tehuanco Suite2nd floor



SESSION TITLE

Starting and Improving Quality Dual Language Programs in Elementary or Secondary School Settings

Resisting Coloniality and Linguistic Marginalization in School Culture

Bilingual Teachers as Critical Consumers of Language and Educational Policy

Designing and Conducting Oral-Proficiency Assessment

Building a Bridge: A P-3 Approach to Supporting the Teachers of Emergent Bilinguals

Using Data to Drive Instructional Decision-Making in English Learner and Dual Language Programs

PRESENTER

Jorge Cuevas AntillónDr. Olympia Kyriakidis

Dr. Michael Dominguez

Dr. Belén Hernando-Lloréns

Dr. Nadezda Novakovic

Dr. Sarah GarrityDr. Sera Hernández

Brian SheddGuen Butlert

DESCRIPTION

In this interactive session, participants will explore new dual language modules that are based on the Guiding Principles for Dual Language Education and designed to help create or improve dual language programs, including immediately applicable tools and samples from existing multilingual programs. Find out how to get started or revamp and invigorate your existing program.

This highly interactive workshop will explore how participants can prepare themselves to push back on marginalizing pressures in schools. Participants will develop a strong vocabulary for understanding educational equity in the present moment, and play with strategies that can be used to intervene in support of students, challenge deficit narratives, and encourage colleagues to reframe their appreciation of multilingualism to ensure students have a safe and sustaining space in which to grow their translanguaging practices.

This hands-on workshop will explore how bilingual teachers are critical consumers of the policy that affects them and their students. After engaging with key terms about the social construction of policy “problems,” participants will critically examine how policy comes to create language and educational “problems,” rather than solve them. The purpose of this session is to provide bilingual teachers the opportunity to reflect how they’re active agents in policy-making, rather than passive subjects of policy legislation.

Workshop participants will gain basic understanding of proficiency levels as defined by the American Council on the Teaching of Foreign Languages, as well as the linguistic and discourse features that characterize each level. They will be able to apply this knowledge immediately as they will get the opportunity to assess samples of language learners’ oral performance and learn how to design their own assessments using tools and resources presented at the workshop.

This workshop will provide early childhood educators serving children ages 0 to 8 with evidence-based practices shown to support bilingualism and biliteracy. Key findings from recent federal- and state-level reports on dual language learners in early childhood will be shared. Participants will leave with examples of effective teaching strategies and an action plan to immediately implement in their specific educational context.

This session will focus on how San Dieguito Union High School District utilizes language proficiency data to make instructional/program decisions, identify difficulties in the target language, and monitor progress. Participants will learn how to tailor instruction to meet changing student needs throughout the school year, as well as assess academic language skills, determine Lexile levels, and provide suggested readings for targeted reading experiences for both English and Spanish in English learner and dual language programs.

SUITE/ROOM

Templo MayorSuite2nd floor

Visionary Suite3rd floor

State Suite3rd floor

Presidential Suite3rd floor

Legacy Suite3rd floor

Council Chambers3rd floor

6 | Jan. 16-18, 2019 | SDSU


BREAKOUT SESSIONS Thursday, Jan. 17 12:30 to 2 p.m.

SESSION TITLE Supporting Struggling Learners Through a Comprehensive MTSS and RTI program

Cross-Linguistic Sound Spelling Transfer

The Development of Culturally Proficient Global Dual Language Teachers and Teacher Education Programs: Moving Beyond Mandates

Meeting the Rigorous Demands of Benchmark Adelante for K-6

Bilingual/Dual Language and STEAM: Interdisciplinary Collaboration

PRESENTER

Veronica López-Méndez

Silvia Dorta-Duque de Reyes

Dr. Reyes L. Quezada

Ana MunroAngélica Sandoval

Dalia JaimeAlvaro MedranoAntonio OrtizCristina PérezDania RiveraNorma Uriarte-Pérez

DESCRIPTION

This session is designed to explore ways to support struggling learners within a comprehensive multi-tiered system of support (MTSS) program that uses response to intervention (RTI) to intervene, monitor, and support struggling learners in two-way immersion programs. Participants will learn about implementation of RTI, and research that supports practice and resources for implementing interventions. This session is meant to operationalize MTSS and RTI into a practical implementation model.

The new Dual Language Guiding Principles and the California English Language Arts/English Language Development Framework affirm explicit teaching of cross-linguistic transfer. Learn how to organize instruction for transfer by making the Spanish-English sound-spelling connection explicit in Spanish and English. Interactive strategies that promote cross-linguistic transfer will be practiced. Assessment protocols for monitoring progress towards biliteracy will be demonstrated. Routines and strategies that can be immediately implemented be modeled and practiced. This workshop will be conducted in English and Spanish.

Preparing effective dual language global teachers who will be culturally proficient is paramount not because of state licensure mandates but because we owe it to our children. This session discusses cultural proficiency as a theoretical framework to develop culturally proficient global dual language teachers. It includes a brief context on how dual language education in U.S. schools has evolved, and a description of cultural proficiency as it relates to dual language educator preparation is presented. Six points of the cultural proficiency continuum are introduced to promote the development of culturally proficient dual language programs and teachers.

In this session, you will explore implementation of schedules, assessments, and classroom ideas on how to manage balanced literacy in a dual language classroom.

Learn how a Sweetwater Union High School District team of social science, math, science, Spanish, and English teachers re-shaped an existing dual language program in just one year. These teachers will share how they discovered the world of STEAM (science, technology, engineering, arts, and math) through successful interdisciplinary collaboration and incorporated it into a dual language program.

SUITE/ROOM








SESSION TITLE Binational Pedagogy Café

Capturing Borderism: Pedagogical Benefits of Mapping Border Practices and Experiences

ELIC Project - English Learners and Improvement Science

Using the Free CAST Software to Test Spanish Oral Proficiency Online

Enhancing Social and Emotional Intelligence in the Bilingual Classroom Through the Music of Cri Cri

Accelerating Powerful Language Development in Dual Language Classrooms

PRESENTER

Dr. Cristina AlfaroDr. Margarita Machado-Casas Dr. Saúl MaldonadoDr. Sera HernándezDr. Alberto EsquincaDr. Cheryl ForbesLic. Maribel PiñaDr. Norma BocanegraLic. Teresita Reza

Dr. Norma V. Iglesias-Prieto Dr. Belén Hernando-Lloréns

Dr. Olympia Kyriakidis

Dr. Trevor ShanklinEvan Rubin

Dr. Suzanna Fuentes-Ferreiro Paolina Peña

Emma SanchezDebra Hopkins

DESCRIPTION

In this bilingual interactive session, participants will explore the important collaboration and collective work happening to support the assets and address the challenges of the binational “Students We Share.” Educators from both sides of the border will engage participants in a critical dialogue focused on how to best prepare and provide professional development for binational and bilingual teachers ready to work with this unique and vibrant student population.

The border harbors a complex universe of social and individual experiences called “borderisms.” Borderisms are not just practices, but also profound conditions of meaning that impact social identities. In order to capture these borderisms, a pedagogical exercise has been developed where experiences and meaningful personal spaces and routes are drawn into maps. Mental maps allow us to understand the variety of meanings of living on this border and developing K-16 pedagogical strategies according to that.

In this interactive workshop grounded in principle two of the EnglishLearner Roadmap, participants will learn about a continuous improvement model focused on improving academic outcomes for English learners. The resulting language proficiency progress of students within local schools will be shared.

Using the latest updated version of the advanced-level Spanish oral proficiency test at cast.sdsu.edu, we’ll demonstrate the test and review the procedures for creating a free account and administering and evaluating the test. Using sample questions and responses from tests administered to classes at SDSU, we will discuss questions and responses. (Laptop recommended)

Teaching math, science, history, and English to our children is very important. However, understanding the role of social and emotional intelligence is crucial to the learning process. How do we teach social and emotional intelligence in a bilingual classroom? One tool that bilingual educators have from Hispanic culture is children’s music, which gives us the opportunity to learn the positive messages that allow us to teach the values and greatness of our ancestors. Not only can we help our children acquire a great attitude, identity, and the skills to manage their emotions, but at the same time we can teach positive relationships, security, and empathy through the wonderful music of Cri Cri. This session will be presented in Spanish.

Elementary dual-language educators are encouraged to join this interactive session to explore current research and best practices for an assets-based approach to dual language instruction. Participants will briefly preview and discuss the newly released Spanish Language Development Standards. Then, you’ll see a powerful example of the impact of technology in developing Spanish language and literacy in the early grades. Throughout, you’ll have opportunities to sing, dance, and engage in oral literacy activities in Spanish.

SUITE/ROOM



State Suite2nd Floor




8 | Jan. 16-18, 2019 | SDSU


SESSION TITLE

Supporting English Learners with Disabilities in the General Education Classroom

Using the Guiding Principles for Dual Language Education to Strengthen Your Program

Critical Science in the Dual Language Classroom

Evaluating Effective Dual Language Programs

Addressing Islamophobia and Its Impact on Muslim Students

Supporting Struggling Language Learners

PRESENTER

Dr. Paul Luelmo

Dr. Kris Nicholls

Dr. Melissa A. Navarro

Dr. Saúl Isaac MaldonadoVeronica JohnsonGabriela Cariño Ramsay

Lallia AllaliGodwin HigaLinda K. Williams

Dr. Tara Fortune

DESCRIPTION

This interactive workshop will cover basic legal requirements and effective supports for students with disabilities who are also English learners. This session will cover the Individualized Education Program (IEP) and its requirements for students who are learning English. This session will also present evidence-based strategies and supports for this population of students through the use of real case studies.

In this session, we will become more familiar with the third edition of the “Guiding Principles for Dual Language Education,” and the many ways it can be used to ensure dual language program alignment and implementation success. Through interactive activities, you will learn to use a variety of tools that can help your dual language program engage in reflection and setting goals for improving your program for a strong, successful, and sustainable program.

How can science be taught with a critically-conscious lens? While utilizing asset-based language, participants will engage in conversations about what critical science is, why it is needed, and what it can look like in classrooms with bilingual or trilingual learners. Examples and resources will be provided electronically for planning NGSS-aligned lessons and units.

This workshop provides guidance regarding how to evaluate dual language programs. Presenters will share resources for designing, implementing, and improving dual language programs. Tools to assess students’ bilingualism, biliteracy, and sociocultural competence will be shared, including interview questions, surveys, and a classroom observation guide.

The presentation will promote awareness of the dramatic increase in the bullying of Muslim students, and ways to help prevent the bullying and intervene. This bullying is causing an alarming negative learning environment for all students. Numerous ready-to-use tools and resources will be offered to support cultural and religious diversity in our schools to help prevent bullying and intervene.

In this session participants will learn about the most recent research and best practices to support the needs of struggling dual language learners in various programs including structured English immersion and dual language.

SUITE/ROOM







BREAKOUT SESSIONS Friday, Jan. 18 10:15 to 11:45 a.m.



BREAKOUT SESSIONS Friday, Jan. 18 10:15 to 11:45 a.m.

DESCRIPTION

Throughout history, several cultures devoted themselves to the study of mathematics creating and developing different symbols to represent ideas, shapes or messages. The Nepohualtzitzin — an ancient mathematical tool — was developed and used by Pre-Columbian Mesoamerican (Aztec, Mayan, and Nahua) societies for calculation and accounting. This session will explore this tool and the transdisciplinary integrative approach to understanding academic, cultural, and linguistic (Spanish, Nahuatl, and English) concepts to augment students’ holistic development.

This workshop by representatives from SDCOE Preschool Programs will provide participants the opportunity to recognize that preschool English learners bring an array of language skills, cognitive abilities, family resources, and life experiences that can serve as the foundation from which to begin their journey toward academic English mastery. Participants will identify the paths and stages of second language acquisition as well as strategies that will allow children to move through the various stages successfully, utilizing the Preschool English Learner Guide as a resource.

E-Portfolios are a great resource for the formative assessment of students’ oral proficiency. Students document their individual development by uploading video and audio files that capture milestones of their language learning. They reflect on their progress and challenges and also receive feedback from their teachers and peers. Done well, e-portfolios are a valid tool to adequately document their language proficiency both for certification (e.g. Seal of Biliteracy) and the future job market.

This hands-on workshop will explore how Latinx immigration stories are depicted in children’s literature in both text and images and facilitate conversation about how to engage K-12 students in critical examinations of such texts alongside mainstream narratives on immigration. Opportunities will be provided to closely examine select picture books and reflect on their potential to promote classroom dialogue that honors the complex and emerging immigration stories that are coming from our own classrooms, communities, and in particular, the U.S.-Mexico border.

During this session, representatives from the California Department of Education and the Educational Testing Service will answer questions regarding the upcoming, operational California Spanish Assessment.

SESSION TITLE

Nepohualtzintzin Ethnomathematics Informal Learning

Paths to Bilingualism in the Early Years

Using E-Portfolios to Document Students’ Oral Proficiency Development

Dreams Along the Border: Representations of Latinx Immigration Stories in Children’s Picture Books

11 to 11:45 a.m. Q&A California Spanish Assessment

PRESENTER

Dr. Margarita Machado-Casas, Effie MattaDr. Karina Lares

Gabriela LunaMartha Garcia de Montes

Dr. Mat Schulze

Dr. Katherine SciurbaDr. Sera HernándezReka Barton

Carla Najera-KunsemillerMarques Barron

SUITE/ROOM


State Suite3rd floor




10 | Jan. 16-18, 2019 | SDSU


Leadership in Biliteracy May 16, 2019Marriott La Jolla

The Leadership in Biliteracy Symposium is an awards celebration held each year in May to acknowledge the individuals who have made significant contributions in promoting biliteracy for our students. This elegant and educational event honors district and community leaders, promotes biliteracy as an educational asset, and celebrates the achievements of the community.

www.sdcoe.net/biliteracy

Save the Date 21st Annual Biliteracy Symposium

Save the Date for the annual

Voice Your Language Forum February 18, 2019

SDSU’S DEPARTMENT OF DUAL LANGUAGE AND ENGLISH LEARNER EDUCATION.



Notes:

Save the Date for the annual

Voice Your Language Forum February 18, 2019

SDSU’S DEPARTMENT OF DUAL LANGUAGE AND ENGLISH LEARNER EDUCATION.

12 | Jan. 16-18, 2019 | SDSU


Notes:



Notes:

San Diego County Superintendent of Schools Dr. Paul Gothold

San Diego County Board Of EducationPaulette Donnellon Guadalupe González Alicia Muñoz Mark Powell Rick Shea

Jan. 16-18, 2019San Diego State University

Dual Language and English Learner

18th Annual

ConferencePreparing Our Students to Thrive in Challenging Times

18 annual dual language and english learner conferenceenglish learner conference 2019 breakout...

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