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[Date] March 25, 2017

MABE’s Sixth Annual Southern New England Regional Dual Language Conference

Hosted by North Windham Elementary and Windham Middle School.

MULTILINGUAL MATTERS

Foundations of Bilingual Education and Bilingualism6th EditionColin Baker and Wayne E. Wright

The sixth edition of this bestselling textbook has been substantially revised and updated to provide a comprehensive introduction to bilingualism and bilingual education in the 21st century. Written in a compact and clear style, the book covers all the crucial issues in bilingualism at individual, group and societal levels.

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impacted by bilingualism. New trends and issues in bilingual education, including recent research on the effectiveness of different types of bilingual education. Issues in the assessment of bilinguals. The latest thinking on identity and bilingualism.

Recent developments in brain imaging research. Discussion of the latest terms in bilingualism research including dynamic bilingualism, translanguaging, transliteracy and superdiversity, in addition to an enhanced look at multilingualism.

Key Features:Discussion questionsStudy activitiesLinks to web resourcesSuggested further readingComprehensive glossary Pbk ISBN 9781783097203 $39.95 $23.997

How could the most comprehensive book on bilingual education get even better? The master of writing on bilingual education, Baker, collaborates with a younger master, Wright. The blending of the clear voices of these two scholars, grounded in experience in different geographical regions is powerful. This new edition keeps what has made

of the present and future of bilingual education, without dismissing the understandings that we have built across the years.Ofelia García, The Graduate Center, City University of New York, USA

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The Assessment of Emergent BilingualsSupporting English Language LearnersKate Mahoney

Guía para padres y maestros de niños bilingües2.a ediciónAlma Flor Ada, F. Isabel Campoy y Colin Baker

This textbook is a thorough introduction to the assessment of English Language Learners or Emergent Bilinguals in K-12 schools. The author presents a decision-making framework called PUMI (Purpose, Use, Method, Instrument) that teachers can use to inform assessment decisions for bilingual children. The book is an invaluable resource for teachers.

En esta clara guía, Alma Flor Ada, Isabel Campoy y Colin Baker, ofrecen una perspectiva realista de las alegrías y

y claras respuestas a las preguntas más

secciones sobre la mezcla de idiomas,

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Pbk ISBN 9781783097906 $29.95 $17.997Pbk ISBN 9781783097258 $34.95 $20.997

1

The Massachusetts Association of Bilingual Education is a professional non-profit organization of individuals whose purpose is to promote bilingualism and multiculturalism as assets that provide cognitive, social, emotional, educational, and employment advantages for all students. MABE’s mission is to identify, promote, and disseminate research-based programs and practices that support bilingualism and multicultural educational success.

We believe that bilingualism and multiculturalism requires… 1. Explicit policy at the district, state, and regional level. 2. Systematic and strategic implementation of instructional practices that

promote bilingualism and multiculturalism. 3. Preparation of all educators to effectively teach the diverse populations of

today and tomorrow. 4. Collaboration and networking among educators, families, and

communities for student success. 5. Development of continuous research that builds and expands on the current

knowledge base.

Our members include bilingual teachers, ESL teachers, special educators, general educators, teachers in higher education, providers of technical assistance and professional development, district leaders, state department of education leaders, parents and researchers.

MABE is governed by an Executive Board and funded through membership dues, grants, and conference fees. MABE is affiliated with the National Association of Bilingual Education (NABE).

MABE Board 2016-7

Yael Zakon-Bourke, President Members at Large: Minerva Gonzalez, Vice-President Garisbel Santamaria-McDonough Sarah Bartels-Marrero, Treasurer Ana Maria Chacon Karey Brau Curley, Secretary Evelyn Cosme-Jones Phyllis Hardy, Past President Darlene Pugnali Bertha-Elena Rojas Marina Perez Meg Burns

Amy Finsmith Andreina Batista, Administrative Assistant Phyllis Hardy, Director of Extension Activities and Advocacy

President’s Message

The Massachusetts Association for Bilingual Education is delighted to join again with dual language programs from the other Southern New England states to bring you this sixth annual Southern New England Regional Dual Language Conference. This conference is a wonderful example of building relationships with colleagues in the field of dual language education throughout the region to address our common goals.

Through this conference we are able to network and collaborate, increase our professional development, share instructional methods that promote bilingualism and multiculturalism, disseminate current research, and learn new ways to reach out to families and communities. In addition, it creates a forum to join together to promote and advocate for policies and programs that better serve the needs of our students.

This year in particular, communicating and enacting our mission has a greater sense of urgency. On the one hand, after years of anti-bilingual policies in various states, there seems to be a growing awareness throughout the country of the promise and potential of Dual Language education. This is exemplified by the return of Bilingual Education in California with the passage of Proposition 58, and by the implementation of a Seal of Biliteracy in 22 states, including Rhode Island. In Massachusetts, MABE is a founding member of the Language Opportunity Coalition advocating for changes in the statewide “one size fits all” language program model through the LOOK bill (Language Opportunity for Our Kids) and is supporting over 50 schools in piloting the Seal of Biliteracy. On the other hand, a rising wave of anti-immigrant sentiment and xenophobia threatens to undermine our efforts and our belief that multilingualism and multiculturalism benefit us all and need to be supported.

For that reason we are delighted to welcome our keynote speaker, Dr. Mary Cazabon. With her many years of experience as a practitioner, researcher, and advocate for Dual Language education in our region, she will share with us the lessons she has learned over time, and advice on how to be steady and steadfast in a time of change.

This is also a time when many of our regional programs have grown and developed to the point where they are ready to expand into Middle School. For that reason we have elected to hold the conference for the first time in a Middle School and to focus on the theme of Making Connections from Early Childhood Through Secondary School in Dual Language Education.

Through this conference, as well as through our other active networks and advocacy efforts, we strive to balance advocacy (being understood) with inquiry (seeking to understand) and leadership in advancing our belief that bilingualism and multiculturalism are assets to be cared for and valued. It is our hope that today’s conference is another opportunity for collaboration, learning, and empowerment and we welcome your contributions and your participation.

Yael Zakon-Bourke; MABE President

¡Bienvenidos al programa Compañeros!

Welcome to the Compañeros Program!

Willimantic, CT

The Windham Public School District is honored to host the 2017 MABE Dual LanguageConference. We are excited to be able share our commitment to Dual Language programs withother New England states. Thank you to the MABE Committee for selecting North Windhamand the Windham Middle School’s Compañeros program for this exciting event! The WPSCompañeros program is proud to have a wonderfully diverse student population wherelanguages, differences and abilities are valued and celebrated.

Elizabeth Bumgardner, Principal, North Windham School

Brett Fiore, Principal, Windham Middle School

Compañeros has been providing Windhamand Willimantic students with a quality dualimmersion education since 1992. Ourprogram demonstrates Windham PublicSchools’ mission and “commitment tosupport cultural and linguistic diversity, deepstudent engagement, and the pursuit oflifelong learning.” We are proud to developbilingualism, biliteracy and multi culturalcompetence for “every student, every day,in every classroom.”

4

Making Connections from Early Childhood through

Secondary School in Dual Language Education

Agenda 2017

7:30 AM Registration and Continental Breakfast

8:25 AM Welcome Yael Zakon Bourke,MABE President

Opening Program Elizabeth Bumgardner, Principal, North Windham

Elementary & Brett Fiore, Principal, Windham Middle School

Awards Ceremony – Windham Leaders & MABE Leaders

Introducing Keynote Speaker Minerva Gonzalez,MABE Vice President

Keynote Speaker: Dr. Mary T. Cazabon, Coordinator of UMass Boston’s

Title III National Professional Development Graduate Certificate Programs

“Leading Together for K 12 Dual Language Education”

10:00 AM Transition

10:10 AM Breakout Session I (80 min.) 1st & 2nd Floor Classrooms

11:35 AM Group #1: Lunch, Group #2: Publishers’ Exhibits (Cafeteria)

12:10 PM Group #2: Lunch, Group #1: Publishers’ Exhibits (Cafeteria)

12:50 PM Breakout Session II (80 min.) 1st & 2nd Floor Classrooms

2:15 PM Breakout Session III (80 min.) 1st & 2nd Floor Classrooms

3:35 PM Transition

3:40 PM Closing Session (Cafeteria)

Coffee & Snack, Silent Raffle, Evaluation Forms & PDP Certificates

Making Connections from Early Childhood through Secondary School in Dual Language Education

MORNING KEYNOTE SPEAKER

Mary T. Cazabon, Ed. D.

“Leading Together for K 12 Dual LanguageEducation”

Dr. Cazabon will address the need for leadership on the part of teachers, principals, district leaders, parents and community to promote, sustain, and promulgate high quality K-12 dual language education. This includes taking a persuasive stand against the ongoing skepticism of its benefits and continued resistance to allow English Learners (ELs) to learn in their native language. Mary Cazabon (Ed.D.) brings experience in design and inception of innovative research-based programs for English Learners and English-only students in Dual Language Programs in Spanish, Portuguese, and Mandarin as well as in Integrated Foreign Language Programs in Mandarin and Korean. She has extensive experience in conducting research and evaluation, and in delivering technical assistance to schools, districts, universities, and state departments of education.

Time Room Title

7:30 8:20 Entrance Registration Sign in at Entrance Foyer / Breakfast in the Cafeteria and Publisher Exhibits

8:25 9:15 Welcome, Opening Program with Awards Ceremony, and Introduction of Keynote Speaker9:15 10:00 Keynote Address: Dr Mary Cazabon

10:10 11:30 B174Comparing Assessment Techniques at the Early Childhood and at the Secondary Level toBetter Understand the English Language Learner's (ELL's) Challenges: An Interdisciplinary

10:10 11:30 B138 Findings and Future Directions for the "Third B:" Biculturalism10:10 11:30 B136 Incorporating Multiple Genres across a Multicultural Theme10:10 11:30 B135 Principles10:10 11:30 B133 Our Journey in Bridging at the Rafael Hernandez PreK 8 Dual Language School10:10 11:30 B233 Building Language and Content through Native Language Instruction in the SLIFE10:10 11:30 B234 Creating a Strong Base for Teaching in Tandem10:10 11:30 B236 Shaping Teacher Preparation: A Focus on Dual Language Pedagogy and Methods

10:10 11:30 B237Muñiz Academy's Journey Building Blocks that Support Dual Language Learning in HighSchools

10:10 11:30 B241 Worcester Institute for Parent Leadership in Education: A Parent Empowerment Model

11:35 12:10 Lunch #1 Group #1 Lunch / Group #2 Publisher Exhibits in Cafeteria12:10 12:45 Lunch #2 Group #2 Lunch / Group #1 Publisher Exhibits in Cafeteria

12:50 2:10 B174 RTI: Supporting the Social, Emotional and Behavioral Needs of all Learners

12:50 2:10 AuditoriumThe Use of Songs and Movement to Enhance Bilingual Education at the Early Childhoodand Elementary School Levels

12:50 2:10 B136From "Home to Home"/"De hogar a hogar:" Celebrating Bridged Student Work AcrossMiddle School Grades with the Greater School community.

12:50 2:10 B135 Guiding Principles for Dual Language Education Third Edition What's New12:50 2:10 B133 Dual Language 101 for Parents12:50 2:10 B233 Evaluating the Complexity of Spanish Language Texts12:50 2:10 B234 Using Photovoice to Research Language Ideologies & Identity Formation for Middle School Y12:50 2:10 B236 The Science Behind Teaching a Dual Language Science Class

12:50 2:10 B237 Building Cross Cultural Awareness within a Multicultural Setting12:50 2:10 B241 Teacher Education Practices & In service PDs that Positively Impact Dual Language

2:15 3:35 B174 Math Clinics: Math Response to Intervention in a Dual Language School

2:15 3:35 B138Incorporating Culture in a One Way Immersion Program: Its Importance, Successes &Challenges

2:15 3:35 B136 Fifth Grade Capstone Project to Boston Chinatown

2:15 3:35 B135Hands on Student Interaction Activities: Using the Two Way SIOP Model to IntegrateLanguage and Content Instruction

2:15 3:35 B133 Storytelling/Story Acting for our Youngest Dual Language Learners2:15 3:35 B233 Collaborative Teaching: Making it Work!2:15 3:35 B234 Modifying ELD Instruction in the Primary Grades in an 80/20 Span. Two Way Immersion2:15 3:35 B236 Transitioning to a Dual Language Middle School Program: How do we prepare?

2:15 3:35 B237Unpacking the Portland Study: Implications for Districts Planning Dual Language Programs

2:15 3:35 B241Empowering Parents to be Effective Partners with Teachers through Family NightPrograms

2:15 3:35 B202 Promoting the Seal of Biliteracy: The Massachusetts Model of Collaboration

3:40 3:50Cafeteria Closing: Coffee & Snack / Pick up Raffle Items / Turn in Evaluation forms for PDP

Certificates

Closing Session

Auditorium

Afternoon Breakout Session III 80 Minutes

CONFERENCE SCHEDULE OVERVIEW

Morning Breakout Session I 80 Minutes

Morning Opening Session

Afternoon Breakout Session I I 80 Minutes

Lunch Session 70 Minutes 11:35a.m. 12:45p.m. in School Cafeteria with Publisher Exhibits

BREAKOUT SESSIONS ****************************************************************************************************

Administrators, TeachersAssessment and Accountability, Special Education

All Levels of Experience/Novice and Developing Programs

Comparing Assessment Techniques at the Early Childhood and at the Secondary Level to BetterUnderstand the English Language Learner's (ELL's) Challenges: An Interdisciplinary Approach

Michael Biundo

Danaee Donovan

**************************************************************************************************** Administrators, Teachers (ECE, Elementary)

CurriculumAll Levels of Experience/All Programs

Findings and Future Directions for the "Third B:" Biculturalism

Meg Burns

**************************************************************************************************** Teachers (Elementary)

InstructionAll Levels of Experience/Novice and Developing Programs

Incorporating Multiple Genres across a Multicultural Theme

build background improve comprehension culturesrepresented

Stephanie George

SESSION I, 10:10 AM - 11:30 AMROOM B174




AdministratorsAll Strands

All Levels of Experience/Developing and Seasoned Programs

Equity and Advocacy, Front and Center: Moving from Full to Exemplary using the Guiding Principles

Guiding Principles

Dr. Barbara Kennedy

**************************************************************************************************** Administrators and All Teachers

Instruction *Bridging for BiliteracyAll Levels of Experience/Developing and Seasoned Programs

Our Journey in Bridging at the Rafael Hernández PreK 8 Dual Language School

Paulina Mitropoulos

Ana Tavares,

**************************************************************************************************** Administrators, Teachers

Staff Quality and Professional DevelopmentAll Levels of Experience/All Program Levels

Creating a Strong Base for Teaching in Tandem

Elizabeth Howard





Administrators, Secondary TeachersInstruction, Middle/High School

All Levels of Experience/SLIFE ProgramModelPresentation in English and Spanish Building Language and Content through Native Language Instruction in the SLIFE Classroom

Martha R. Romero

Milagros Rodriguez

Sandra Dourado

**************************************************************************************************** Administrators, All Teachers

Professional DevelopmentAll Levels of Teacher Experience/All Program Levels

Shaping Teacher Preparation: A Focus on Dual Language Pedagogy and Methods

Dr. Joan Lachance

**************************************************************************************************** Administrators, Teachers (Secondary)

Program StructureAll Levels of Experience/All Program Levels

Muñiz Academy’s Journey Building Blocks that Support Dual Language Learning in High Schools

Dania Vazquez




BREAKOUT SESSIONS

**************************************************************************************************** Admin., Teachers, Parents & Community Members

Family and Community, Building Community SupportAll Levels of Experience/All Programs

Worcester Institute for Parent Leadership in Education (WIPLE): a Parent Empowerment Model forParent Engagement

Bertha Elena Rojas, Psy.D.; M.Ed.

Michelle Cadavid, C.A.G.S.

****************************************************************************************************

11:35 AM- 12:10 PM 12:10 PM- 12:45 PM Group #1 LUNCH Group #2 LUNCH

Group #2 Publisher Exhibits Group #1 Publisher Exhibits

**************************************************************************************************** Admin., Teachers (Early Childhood, Elem.) Bi SPED, Parents

Assessment and AccountabilityAll Levels of Experience/Developing and Seasoned Programs

Rtl: Supporting the social, emotional and behavioral needs of all learners

Soraya Gomes

Cynthia Sime


SESSION II, 12:50 - 2:10 PM ROOM B174


(Early Child., Elem.)Curriculum

All Levels of Teacher Experience, Novice & Developing Programs The Use of Songs and Movements to Enhance Bilingual Education at the Early Childhood andElementary School Levels

Dr. Gilberto D. Soto

**************************************************************************************************** Administrators and All Teachers

CurriculumAll Levels of Experience/Seasoned Programs

Presentation in English and Spanish From “Home to Home"/"De hogar a hogar": Celebrating Bridged Student Work Across Middle SchoolGrades with The Greater School Community

Caroline Butler Rahman

Dacey Sartor

Caryn Collins

Vionette Matos

Elika Frederickson

Michael Batt

SESSION II, 12:50 - 2:10 PMAuditorium

SESSION II, 12:50 - 2:10 PMROOM B136

12

Main Hallway Main Hallway

B217

Lockers

B128

B129

B131

Stairs B133

B134 B135

B136

Locker Lockers Locker B167

B 168B/B168A

B169B/B169A

Lockers B138

B126

Lockers Lockers Lockers

Lockers Lockers B174

B139 Thread City

B124

B162

Thread City

SLC2 Lockers B140

Lockers

Storage Closet

B160

B176

Storage Closet

Elevator

Storage Closet-

Storage Closet

B159 Chrysalis

B143

Lockers

Lockers Lockers Frog City Lockers Lockers Lockers

B157

SLC 1

B145

B103

B117

Lockers Lockers Lockers

B116

B152

Bathroom

Lockers B151B

B151A

B150

B105

Lockers

Lockers

B115

Loc

kers

B114

B113

B112

Stai

rs

B109

B108

B107

Lockers

B106

13

B206 Lockers

B207

B208

Stairs

#2

B211

Lockers

B212

Lockers

B213

B204

B215

B242

B247

B248A B248B

B249

B254

B217 B202

B241

B221

Stairs #1 B240

B255

Teacher’s Lounge B239

B273

Hill City SLC3

(2nd Floor, above Thread City)

B258

Stairs #3

B237

B272

B267

B266A / B266B

B265

B260

B224

B236

B225

B234

Lockers

B233

Lockers

B232

Stairs

#4

Lockers

B229 New Arrivals Bonet

B228

B227

BREAKOUT SESSIONS

**************************************************************************************************** Administrators, Teachers

All StrandsAll Levels of Experience/Developing and Seasoned Programs

Guiding Principles for Dual Language Education Third Edition –What’s New

Guiding Principles for Dual Language Education.

Dr. Barbara Kennedy

David Rogers, Liz Howard, Phyllis Hardy****************************************************************************************************

ParentsFamily and Community, Parents

: All Levels of Program Development

Dual Language 101 for Parents

Karey Brau Curley

****************************************************************************************************

All TeachersInstruction

All Levels of Experience/All Program Levels Evaluating the Complexity of Spanish Language Texts

Mario Palma





Admin., Teachers (Middle School), After School, ResearchersInstruction

Seasoned Teachers/Seasoned Programs Using Photovoice to Research Language Ideologies and Identity Formation with Middle SchoolYouth

Jenny Jacobs

**************************************************************************************************** Teachers (Middle School)

InstructionAll Levels of Experience/Developing Programs

The Science Behind Teaching a Dual Language Science Class

Juana M Farias

**************************************************************************************************** Administrators, All Teachers, Parents

Staff Quality and Professional DevelopmentAll Levels of Experience/All Program Levels

Building Cross Cultural Awareness within a Multicultural Setting

Ricardo Dobles





Administrators, All TeachersStaff Quality and Professional Development, Teacher Training Programs

All Levels of Experience/All Program Levels Teacher Education practices and in service PDs that positively impact dual language pedagogy

Vivian Tam

**************************************************************************************************** Administrators, Teachers (Elementary, Middle)

Assessment and AccountabilityAll Levels of Experience/Developing and Seasoned Programs

Presentation in English and Spanish Math Clinics: Math Response to Intervention in a Dual Language School

Johanny Canada Hlatshwayo

**************************************************************************************************** Administrators, Teachers (Early Childhood)

CurriculumAll Levels of Experience/Novice programs/One Way Immersion

Incorporating Culture in a OneWay Immersion Program: Its Importance, Successes and Challenges

Tera Tucker

Victoria Wagner


SESSION III, 2:15 - 3:35 PMROOM B174



Administrators, Elementary TeachersCurriculum

All Levels of Experience/Developing Programs 5th Grade Capstone Project to Boston Chinatown

Szu Ming Li

Jennifer Varney****************************************************************************************************

Elementary TeachersInstruction

All Levels of Experience/All Program Levels Hands on Student Interaction Activities: Using the Two way SIOPModel to Integrate Language andContent Instruction

Dr. Barbara Kennedy

**************************************************************************************************** Early Childhood Teachers, Parents

InstructionAll Levels of Experience/All Program Levels

Storytelling/Story acting for our Youngest Dual Language Learners

Elika Frederickson

Noelle Danian





Elementary TeachersInstruction

All Levels of Experience/Developing ProgramsPresentation in English and Spanish Collaborative Teaching: Making it Work!

Nelsy Peppler

Libertad Villareal Herz

**************************************************************************************************** Administrators, Teachers (Early Childhood, Elem.)

Staff Quality and Professional DevelopmentAll Levels of Experience/All Programs

Modifying ELD Instruction in the Primary Grades in an 80/20 Spanish Two Way ImmersionProgram

Meg Burns

Rebecca Center

MASSACHUSETTS Dual Language Programs



BREAKOUT SESSIONS

**************************************************************************************************** Administrators, Teachers (Middle School), Parents

Program StructureAll Levels of Experience/Developing and Seasoned Programs

Transitioning to a Dual Language Middle School Program: How do we prepare and plan?

Adrian Sandoval

David Rogers

**************************************************************************************************** Administrators

Program StructureDeveloping and Seasoned Programs

Unpacking the Portland Study: Implications for Districts Planning Dual Language Programs

Dr. Ann Anderberg

Dr. Brandon Monroe

CONNECTICUT Dual Language Programs




Teachers (Early Childhood)Family and Community, Parents

All Levels of Experience/All Program Levels Empowering Parents to be Effective Partners with Teachers through Family Night Programs

Ava Hacker

Sarah Rodriguez

**************************************************************************************************** Administrators, All Teachers

Supports and ResourcesAll Levels of Experience/All Programs

Promoting the Seal of Biliteracy: The Massachusetts Model of Collaboration

Dr. Nicole Sherf,

Kim Talbot

***********************************************************************************

RHODE ISLAND Dual Language Programs



Guiding Principles for Dual Language Education

Strand 1

Assessment and Accountability Principle 1 The program creates and maintains an infrastructure that supports an accountability process. Principle 2 Student assessment is aligned with state content and language standards as well as program

goals, and is used for evaluation of the program and instruction. Principle 3 The program collects a variety of data using multiple measures that are used for program

accountability & evaluation. Principle 4 The data are analyzed & interpreted in methodologically appropriate ways for program

accountability & improvement. Principle 5 The data are analyzed & interpreted in methodologically appropriate ways for program

accountability & improvement. Principle 6 The program communicates with appropriate stakeholders about program outcomes. Strand 2

Curriculum

Principle 1 The curriculum is standards-based and promotes the development of bilingual, biliterate, and multicultural competencies for all students.

Principle 2 The program has a process of developing and revising a high quality curriculum. Principle 3 The program has a process of developing and revising a high quality curriculum. Strand 3

Instruction

Principle 1 Instructional methods are derived from research-based principles of dual language education and the development of bilingualism and biliteracy in children.

Principle 2 Instructional strategies enhance the development of bilingualism, biliteracy, and academic achievement.

Principle 3 Instruction is student-centered. Principle 4 Teachers create a multilingual and multicultural learning environment. Strand 4

Staff Quality and Professional Development

Principle 1 The program recruits and retains high quality dual language staff. Principle 2 The program has a quality professional development plan. Principle 3 The program provides adequate resource support for professional development. Principle 4 The program collaborates with other groups and institutions to ensure staff quality. Strand 5

Program Structure

Principle 1 All aspects of the program work together to achieve the goals of additive bilingualism, biliteracy and cross-cultural competence while meeting grade-level academic expectations.

Principle 2 The program ensures equity for all groups. Principle 3 The program has strong, effective, and knowledgeable leadership. Principle 4 The program has used a well-defined, inclusive, and defensible process to select and refine a

model design. Principle 5 The program has used a well-defined, inclusive, and defensible process to select and refine a

model design. Strand 6

Family and Community

Principle 1 The program has a responsive infrastructure for positive, active, and ongoing relations with students’ families and the community.

Principle 2 The program has parent education & support services reflective of the bilingual and multicultural goals of the program.

Principle 3 The program views and involves parents and community members as strategic partners. Strand 7

Support and Resources

Principle 1 The program is supported by all program and school staff. Principle 2 The program is supported by families and the community. Principle 3 The program is adequately funded. Principle 4 The program advocates for support. Principle 5 Resources are distributed equitably within the program, school, and district.

22

Definition and Directory of Dual Language Programs

Types of Dual Language Programs

1. Developmental, or maintenance, bilingual programs. These enroll primarily students who are native speakers of the partner language.

2. Two-way (bilingual) immersion programs. These enroll a balance of native English speakers and native speakers of the partner language.

3. Foreign language immersion, language immersion or one-way immersion. These enroll primarily native English speakers.

4. Heritage language programs. These mainly enroll students who are dominant in English but whose parents, grandparents, or other ancestors spoke the partner language.

Features of Dual Language Programs

Full Immersion (90/10): In two-way and developmental bilingual programs, the partner language is used most or all of the day in the primary grades (80-90%). Foreign language (one-way) immersion programs that implement the full immersion program use the partner language for 100% of subject matter instruction, and in some cases, also offer specialist classes in the partner language. In all cases, the partner language and English are used equally in the later grades.

Partial Immersion (50/50): The partner language and English are used equally throughout the program.

source: www.dual-language.org

23

Two-Way Immersion Programs Languages Grades City State

Jennings School

Regional Multicultural

Dual Language & Arts Magnet Middle School

North Windham Elementary Companeros Program

WindhamMiddle School Companeros Program

Silvermine Elementary Mano a Mano Program

Christorpher Columbus Family Academy

John C. Daniels School of International Communication

King/Robinson Magnet School

Nathaniel Bowditch School

Manthala George Jr. School

Barbieri Elementary

Walsh Middle School Abriendo Puertas

Framingham High School Abriendo Puertas

Joseph Hurley School

Hernandez K 8

Sarah Greenwood School

Margarita Muniz Academy

Kelly School Caminos

East Somerville Community School Unidos

Dr. Martin Luther King Jr. School

Amigos School

International School of Boston

Chandler Magnet Elementary School

Roosevelt School

McKinley School

International Charter School

Nathaniel Greene School

Veterans Memorial Elementary School

Robertson Elementary School

Calcutt Middle SchoolLeviton Dual Language SchoolFrench American School of RI

One-Way Immersion Programs Languages Grades City State Clyde Brown Elementary

Millis Middle School

Millis High School

Clough Elementary

Memorial Elementary

Miscoe Hill Middle School

Placentino Elementary/ Miller Elementary

Robert AdamsMiddle School

Collicot Elementary

Cunnignham Elementary

Glover Elementary

Tucker Elementary

Pioneer Valley Chinese Immersion Charter School

Green Meadow School & Fowler Middle School

West Kingston & Peace Dale Elementary Schools

THANK YOU GRACIAS OBRIGADO M GOI XIE XIEMABE thanks the following contributors of the Sixth Southern New England Regional

Conference for Dual Language Programs:

MABE PresidentMABE Vice President & Conference Chair

MABE Director of Extension Activities & AdvocacyRhode Island Department of Education

Windham Public Schools, CTWindham Public Schools, CTWindham Public Schools, CT

Windham Public Schools, CT

La Cosecha is hosted by Dual Language Education of New Mexico 1309 4th Street SW, Suite E * Albuquerque, NM 87102 * www.dlenm.org

La Cosecha will bring together over 2,500 educators, parents, researchers, and dual language supporters from across the country and around the world.

Come share your experience and knowledge as we celebrate the best of our multilingual and multicultural communities!

Michael GuerreroUniversity of Texas Rio Grande Valley

�� Pauline GibbonsUniversity of New South

Wales, Sidney

Tony BaezChair of the National Latino

Educational Research and Policy Center Angela ValenzuelaUniversity of Texas Austin

Virginia Collier &Wayne Thomas

Professors EmeritiGeorge Mason University

Andres123Author & Recording Artist

Jennie DeGroatNorthern Arizona University

Kim PotowskiUniversity of Illinois

¡Cosechando lo mejor de nuestra comunidad bilingüe!

Register on-line now at www.lacosecha.dlenm.org

Early Registration Deadline – July 15, 2017FUENTE365 Members save up to $140

For more information on FUENTE365 visit www.fuente354.org.

or scan QR code with your phone!

��Honoring our Antepasados

La Cosecha 201722nd Annual Dual Language Conference

a

p. cover program color - massmabe · supporting english language ... treasurer ana maria chacon ......

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