Soleado—Fall 2011 - Dual Language Education of New Mexico

A Publication of Dual Language Education of New Mexico
Fall 2011
Vol. 4, Issue 1
Soleado
Promising Practices from the Field
Cultivando la esperanza—Cultivating Hope
by Vicki Chávez, Principal, Torres Elementary School—Deming, New Mexico
As a former middle school math and enrichment
teacher, and now as elementary school principal,
I know how critical it is to lay a solid foundation
during a child’s elementary school years. Because
of this, I reflect often on our practice and ask, “Is
what we’re doing making a difference for kids?”
And then I make it more personal, asking, “Is
the work I’m doing
effective? If so, how
do I know?” Like
everyone else I talk
to, we study data—a
lot of it! From student
achievement data to
classroom observation
data, we are constantly
searching for “what’s
missing” so that we
can make necessary
changes to our practice.
conversations about student achievement
and our practices, and moves us to action.
As Aristotle once said, “Hope is a waking
dream.” So, how do we create or cultivate
an environment of hope? The answer is
through leadership—leadership in an
organization and individual leadership.
Some say “leader” is a title reserved
for the building principal. To some
extent, I agree, because the principal
must establish a clear vision and
direction for
the school. But,
leadership is more
than a title; it’s
an attitude of the
heart that anyone
can demonstrate
regardless of
their position
While this is an important
in the school.
component to continuous improvement, many
Leadership is part of our character, the
times we find ourselves data
fiber of who we are as professionals, as
rich but knowledge poor. We
well as personally, our work and how we
spend
so
much
time
studying
live outside of school. Leadership is about
Inside this issue...
data that we lose sight of other
having a clear vision for expectations, a
El puente: creando
components that are necessary in “no excuses” attitude, a willingness to have
conexiones metalingüísticas creating a culture of excellence
honest conversations about our work, and
and
high
expectations.
a commitment to change.
Students with Special Needs
;
;
Achieve... in Two-Way
Immersion Classrooms
; Scaffolding... in a
Core Mathematics Program
; One supana time …Children
don’t know that they know...
; Enseñando y aprendiendo
matemáticas con ... GLAD
; The Hispanic Achievement
Gap: What Education
Secretary Duncan...
One of those components, hope,
is a little-talked-about subject,
but one that I believe will make
or break a school’s improvement
efforts. Without hope, we have
no purpose for the work we do
and are aimlessly collecting a
paycheck. Regardless of school
demographics, it is our hope
that drives us to stay current on
research, challenges us to take
risks, forces us to have honest
Leaders see obstacles as opportunities and
when told no, they know it just means that
another, better, way of doing something is
right around the corner. Leadership is also
about humility and service; it’s not about
me or you—it’s about the children. As
educators, we are in the service industry.
We have been entrusted with our country’s
greatest resource—charged with not
only teaching them rigorous content, but
inspiring them to be great citizens. It may
—continued on page 12—
El puente: creando conexiones metalingüísticas
Soleado—Fall 2011
Promising practices...
por Cheryl Urow y Karen Beeman, Illinois Resource Center—Arlington Heights, Illinois
Las bancas están organizadas en filas y los
estudiantes están nerviosos porque tienen que
tomar el examen estatal de ciencias naturales.
Pero la maestra Miriam, una maestra real cuyo
nombre hemos cambiado, no está ansiosa. Ella
ha utilizado los dos lenguajes (español e inglés)
de manera estratégica y sabe que sus estudiantes
van a tener mucho éxito en el examen ya que
ella ha procurado enseñar la materia en español
y luego ha hecho un puente del español al inglés
al concluir cada unidad de ciencias naturales.
Además de tener el vocabulario esencial en inglés
para lo que han aprendido en español, la maestra
Miriam también sabe que sus alumnos están
desarrollando un conocimiento metalingüístico:
pueden encontrar cognados importantes, reconocer
los prefijos y los sufijos de las raíces latinas y
griegas, y han explorado las diferencias gramaticales
entre el español y el inglés. Así es que cuando sus
alumnos enfrentan la pregunta que se encuentra a
continuación, ellos saben exactamente a lo que se
refiere. (La oruga se convierte en mariposa. Este es
un ejemplo de:)
The caterpillar becomes a butterfly. This is an
example of:
a. Birth
b. Metamorphosis
c. Photosynthesis
d. None of the above
La maestra Miriam siente mucho orgullo cuando
sus alumnos eligen la opción b para contestar esta
pregunta porque ella les ha enseñado de manera
muy explícita como sus dos lenguajes son parecidos
y como son diferentes. Esta habilidad de poder
aplicar en un lenguaje lo que se ha aprendido en el
otro debería ser la meta de los programas bilingües,
y es además una manifestación del conocimiento
metalingüístico. Los estudiantes bilingües que
entienden cómo sus dos lenguajes son similares
y diferentes son los estudiantes que tienen mayor
aprovechamiento académico (Jiménez, 1996).
Pero, por lo general, para que puedan desarrollar y
aplicar este conocimiento, los estudiantes bilingües
tienen que aprenderlo de una manera explícita
en la escuela; de no ser así, muchos alumnos
desaprovechan su conocimiento bilingüe y su
conocimiento metalingüístico y no se desarrollan
estas habilidades (Dressler et al 2010).
El inicio en un lenguaje
El éxito de los estudiantes de segundo grado que
se encuentran en el salón de la maestra Miriam
se basa en varios factores. Para empezar, ellos han
aprendido los conceptos acerca del ciclo de vida de
los animales y de la metamorfosis exclusivamente en
español porque en esta escuela se enseñan las ciencias
naturales solamente en español (podría haberse hecho
en inglés si el programa dual decidiera que la materia
se enseñe en inglés). Miriam inició la unidad con el
uso de TPR (Total Physical Response) y fotos del ciclo
de vida de la mariposa. Para cada palabra clave (ciclo
de vida, pone huevos, sale la oruga, crece, se convierte
en crisálida, esta es la metamorfosis), hicieron un
gesto físico y vieron la foto. La maestra también usó
frases claves, banco de palabras, y otras estrategias
dinámicas que desarrollan tanto el lenguaje oral como
la lectoescritura. A la vez, Miriam utiliza métodos
auténticos para la enseñanza de la lectoescritura
en el español. El salón tiene paredes de palabras
organizadas según la estructura interna del español (la
h muda, la diferencia entre la b y la v, etc.). Han leído,
escrito y trabajado el estudio de palabras y la fluidez
usando el ciclo de vida de las mariposas como tema de
estudio. Este desarrollo conceptual en un lenguaje es
sumamente importante para el buen uso del puente.
El puente
El puente es el momento dentro de la unidad en la
cual se les enseña a los estudiantes como transferir lo
que han aprendido de un lenguaje al otro (Beeman
y Urow, In Press). El enfoque del puente no es el de
enseñar la materia; más bien el enfoque del puente
es el de proveerles a los alumnos el lenguaje de
contenido en ambos lenguajes. Si aprendieron acerca
de la metamorfosis y el ciclo de vida de la mariposa
en español, durante el puente aprenderán las palabras
de inglés para el vocabulario académico que ya
aprendieron en español.
¿Cómo organizó el puente la maestra Miriam?
Al terminar la unidad sobre el ciclo de vida de la
mariposa, repasaron la estrategia de TPR en español,
la maestra se puso su bufanda mágica para indicar que
—continúa en la página 3—
2
DLeNM
de ese momento en adelante utilizaría el inglés, e hizo
el TPR en inglés con los mismos gestos y las mismas
fotos. Los estudiantes generaron el vocabulario esencial
en inglés que corresponde con lo que aprendieron
en español, y luego la maestra los guió en un análisis
metalingüístico, analizando como son parecidos y
como son diferentes el español y el inglés. Por ejemplo,
analizaron el uso de los artículos y el hecho de que
existe el género en los artículos en español (la mariposa
y el huevo), y no en inglés. Agregaron cognados
adicionales a su pared de cognados. En este caso,
algunas de las palabras fueron: la crisálida – chrysallis;
el ciclo – cycle; la metamorfosis – metamorphosis.
Las actividades de extensión
Los estudiantes en el salón de la maestra Miriam
entienden el concepto de la metamorfosis y el
ciclo de vida de las mariposas. Se saben el lenguaje
académico tanto en español como en inglés. Han
analizado como el español y el inglés son parecidos
y son diferentes. Ahora necesitan un contexto en
el cual utilizar el lenguaje adquirido en inglés para
practicarlo e internalizarlo. No necesitan aprender el
concepto de nuevo, sino aplicar el conocimiento ya
aprendido usando el inglés. Miriam quiere que sus
estudiantes utilicen las cuatro áreas de lenguaje en
inglés: el escuchar, el hablar, el escribir y el leer. Para
esto, prepara a sus alumnos a que elaboren un libro
grande sobre el ciclo de vida de la mariposa utilizando
fotos que han tomado. Leen unos libros acerca de la
mariposa en inglés, escriben en sus diarios y se dividen
en grupos para escribir el libro grande. Durante las
actividades, los estudiantes hacen uso de la lista de
cognados y de cómo se escriben los títulos en inglés.
Primera figura: Muestra de un puente hecho en
primer grado en Villa Park, Illinois. Áreas de enfoque
metalingüístico: patrones de lenguaje (rotación –
rotation: cada vez que se ve –ción en español su
equivalente en inglés es –tion); cognados: gas y gas,
planeta - planet, telescopio – telescope; rotación- rotation).
Promising practices...
—continuácion de la página 2—
Conclusión:
Los ejemplos que hemos ofrecido describen la
enseñanza de las ciencias naturales en español,
seguido por un puente y la extensión al inglés. El
uso estratégico de dos lenguajes es bastante versátil.
Se puede enseñar las matemáticas en inglés, y hacer
el puente hacia el español; se puede enseñar las
ciencias sociales en español de K-2 con el puente
hacia el inglés. Luego en los grados 3-5, se puede
enseñar estudios sociales en inglés con el puente
hacia el español. Lo importante es decidir en que
lenguaje se va a enseñar la materia para llegar a una
profundización tanto académica como lingüística.
A continuación compartimos algunas sugerencias
para implementar el puente:
= El puente se puede hacer con dos maestras juntas
= El puente debe caracterizarse por un enfoque en
conceptos concretos (tales como la familia, el
valor posicional) que en conceptos abstractos
(correspondencia sonido-símbolo,
la decodificación).
Soleado—Fall 2011
(una de español y otra de inglés). Los estudiantes
mismos pueden hacer el puente usando una
gráfica visual. Véase la foto a continuación que
se hizo en Woodstock, Illinois, en donde los
estudiantes aprendieron acerca del pez en español,
y luego fueron a su clase de inglés con el dibujo y
le enseñaron los gestos de TPR a la maestra de
inglés quien les dio las palabras en inglés.
—continúa en la página 13—
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3
Students with Special Needs Achieve
Academically and Linguistically in Two-Way Immersion Classrooms
Promising practices...
Dr. Marjorie L. Myers, Principal, Key School ~ Escuela Key—Arlington, VA
Introduction
As the principal of Key School ~ Escuela Key, a twoStandards of Learning (SOL) are the state learning
way Spanish/English immersion elementary school in objectives in Virginia; they are also the end-of-year
Arlington, Virginia, I often asked myself if Key School tests for sudents in third through twelth grades.
was the right place for children with disabilities. At
Virginia tests are administered in English. Inferential
practically every child study and eligibility meeting
statistical analyses were performed with the Statistical
the same question was raised by parents of children
Package for the Social Sciences (SPSS).
who were struggling academically. Years of experience
told me that two-way immersion was not the problem
Table 1: Diversity—Number of study participants from
and that bilingualism could do no harm, but the
each educational program
research to support my feeling was sparse. I knew
Asian Black Hispanic White Total N
in my heart that bilingualism was appropriate for
Englisheveryone. How could it be harmful for any child to
4
33
245
87
369
only
be bilingual? I refused to turn special needs children
TWI
10
10
253
96
369
away from our program or to have them in selfcontained classrooms. All of the Key School
students identified with special needs are
Table 2: Free/reduced Lunch—Number from each educational program
included in TWI classes at the school.
Soleado—Fall 2011
Four years after becoming principal of
Key School, I was invited to attend The
George Washington University (GWU) in
Washington, D.C. for doctoral studies in
bilingual special education. Dr. Amy Mazur,
my program advisor, together with Dr.
Leonard Baca at the University of Colorado
had developed this new program to bridge
the gap between teachers of English as a
second language and special education
teachers. This was a perfect opportunity for
me to pursue the answer to my question
about the appropriateness of two-way
Spanish/English immersion for children
identified with special needs.
4
Study
My doctoral thesis was entitled
Achievement of children identified
with special needs in two-way Spanish
immersion programs. The study
compared standardized test results
of special education students in two
Arlington, Virginia, two-way Spanish/
English elementary immersion schools
to a random sample of similarly identified
students from English-only schools.
Englishonly
TWI
F/R
Lunch
Yes
No
Yes
No
Asian
Black Hispanic White Total
Total
N
Group N
20
199
0
219
369
13
46
87
150
0
200
4
204
369
10
53
92
165
0
4
0
10
Table 3: Gender/Ethnicity—Number from each educational program
Asian
Englishonly
TWI
Female
Male
Female
Male
Black Hispanic White
0
04
10
0
16
17
03
07
71
174
108
145
24
63
33
63
Total
N
111
258
154
215
Total
Group N
369
369
Table 4: First language and SpEd label—Number from each educational program
LD
(#7)
Englishonly
TWI
L1 Spn
L1 Eng
L1 Spn
L1 Eng
ED
(#8)
13
161
(EL=154) (EL=13)
56
13
OHI
(#10)
DD
(#16)
Total
N
68
(EL=65)
0
242
(EL=232)
54
4
127
20
66
151
(EL=142) (EL=20) (EL=66)
53
13
54
8
245
(EL=8) (EL=236)
4
Total Group N
369
369
124
L1 Spn = First language Spanish; L1 Eng = First language English; EL = English learner;
LD = Learning disability; ED = emotionally disturbed; OHI = Other health impaired;
DD = Developmental delay.
—continued on page 5—
DLeNM
Study Findings: First language group—
student performance in TWI vs. English-only programs
Conclusion
Students in the two programs did not perform differently
when controlling for first language background. Neither
program made any difference to a learning-disabled
child’s success on standardized tests. The difference
between the first language speakers and the difference
between children who were economically disadvantaged
was apparent. There was an achievement gap between
first language speakers (English speakers outperformed
Spanish) and between children on free/reduced lunch
and those who were not (those not receiving F/R lunch
outperformed those who did). Participation in the TWI
program showed no significant bearing on a student’s
academic achievement (Myers, p. 197).
In Figure 1, the TWI test scores are shown on the right
bar and the English-only scores on the left bar in the
graph. A passing SOL scaled score is 400; the top scaled
score is 600. The English-speaking children with special
needs scored slightly higher in TWI programs, while
the Spanish speakers had comparable results in both the
immersion and English-only programs.
Cloud, Genesee and Hamayan (2000) and
Echevarria and Graves (1998) argued that special
needs students should be included in enriched
educational programs, such as TWI, with
appropriate modifications to insure their success
(Cloud, et al., 2000, p. 131). The findings from
this dissertation support the researchers above by
providing another set of data that show TWI as an
appropriate educational environment, especially for
students with special needs. Students should not
be moved to a monolingual program because of a
disability. TWI students can succeed while reaping
the benefits of an enriched bilingual education.
In a discussion about two-way Spanish/English
immersion versus an English-only education for
special needs children, the TWI students leave
school with more. They leave with two languages.
Promising practices...
—continued from page 4—
References
Cloud, N., Genesee, F, & Hamayan, E. (2000). Dual language
instruction: A handbook for enriched education. Boston, MA:
Heinle & Heinle.
Cummins, J. (1979). Cognitive/academic language proficiency,
linguistic interdependence, the optimum age question and some
other matters. Working Papers on Bilingualism, 19, 121-129.
Figure 1. TWI and English-only groups for non-Writing SOL
results by first language group (Myers, p. 202)
Echevarria, J. & Graves, A. (1998). Sheltered content instruction:
Teaching English language learners with diverse abilities. Boston:
Allyn and Bacon. Retrieved April 3, 2007, from http://wwwwriting.berkeley.edu:16080/TESl-EJ/ej14/r7.html.
Myers, M. (2009). Achievement of children identified with special
needs in two-way Spanish immersion programs. Unpublished
doctoral dissertation. The George Washington University:
Washington, D.C.
Myers. M. (2011). Bridge: From research to practice.
Achievement of children identified with special needs in two-way
Spanish immersion programs. The ACIE Newsletter, Vol. 14, No.
2, May 2011, (pg 1-8).
Virginia Department of Education. (1999). Virginia standards
of learning assessments: Standards of learning (SOL) tests validity
and reliability information spring 1998 administration. Division
of Assessment & Reporting: Richmond, VA.
Study Findings:
Disability Group—Student Performance in TWI vs. English- only Programs
Table 5: Disability Group—Performance Comparison of TWI vs. English-only Programs
TWI Program
M SD N
English-only Program
M SD N
Learning Disability
403.13
61.27
204
402.73
68.43
217
Emotional Disturbance
458.06
82.69
33
423.38
81.87
26
Other Health Impairment
451.03
72.30
120
447.59
81.87
122
Developmental Delay
452.42
63.10
12
404.00
5.66
4
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Editor’s Note: We would like to
thank the Immersion Projects
at the Center for Advanced
Research on Language
Acquisition (CARLA) for
permission to reprint portions
of an article by Dr. Marjorie
L. Myers that was published
in the April 2011 issue of The
American Council on Immersion
Education (ACIE) Newsletter.
Soleado—Fall 2011
The study found that the students in TWI achieved
academically on par compared to their non-immersion
peers. This adds to the knowledge base for bilingual
children with special needs in two-way Spanish/English
immersion. Test results on the Standards of Learning
can be seen as indicators of a child’s cognitive academic
language proficiency (CALP) (Cummins, 1979) and
content knowledge.
5
Soleado—Fall 2011
Promising practices...
Scaffolding Language and Content Learning in a
Core Mathematics Program
6
by Ruth Kriteman, Dee McMann, and Lisa Meyer-Jacks, DLeNM
conceptual recognition. Students’ informal talk about
Mathematics instruction, under the best of
realia will move to more formal, academic language
circumstances, can be challenging for both teachers
as they describe the processes and learning that occur
and students—especially given the shift from
during these hands-on activities.
memorizing algorithms to expectations for gaining
and converying deep conceptual understanding.
Focus on Language—It takes an intentional focus
The language of math—with its content vocabulary,
on language functions and structures as part of every
structures, and specialized use of everyday words—
lesson plan and activity to help students navigate math
can easily challenge students as they listen, speak,
language, concepts, and tasks. Kid-friendly analysis
read, and write in a mathematical context... even
of directions, problems, solutions, etc., helps identify
more so if they are working in a second language.
key structures, phrases, and math-specific vocabulary.
Sentence frames for reporting out scaffold and elevate
For the classroom teacher working to build
students’ math language. Teacher modeling is key to a
conceptual understanding, mathematical literacy,
and mathematical confidence in students with varied classroom where everyone talks like a mathematician!
conceptual and linguistic backgrounds, these five
Making Text Accessible—Good teaching leads
key components of sheltered instruction can help
students into, through, and beyond the text.
to scaffold both content and language. (Karin Rich,
Additionally, sheltered instruction focuses on pointing
Making Connections, Feb. 2001, www.lcequity.com)
out and modeling the structure, particular linguistic
features, and vocabulary of the genre students are
Activate Prior Knowledge/Create Shared
reading or writing—including math. Student talk,
Knowledge—Good teaching includes activating
guided by a language focus, helps students practice
students’ schema and connecting new learning with
the necessary skills to make sense of text and apply it
previous experiences and knowledge. Sheltered
to their own thinking and writing. Teaching students
instruction focuses on creating shared knowledge
how to use their math
within the classroom. This
reference books, read a chart,
could mean referencing
or navigate word problems are
previous learning in a
examples of this component.
spiral curriculum and/or
keeping visual resources
Structure Peer Interaction—
alive by referring to them
Structuring the learning
repeatedly and fostering
environment in a cooperative
students’ independent
format where students will
use. Intentionally planned
naturally negotiate meaning
questions and examples help
and respond to peer feedback
students recognize their
puts into use the language
own related experiences;
First grade students use paper “crackers” to
curricular routines and
explore the concept of fractions and equal parts. structures described above.
Frequent peer interaction
games/tasks require students
to negotiate and create shared knowledge with peers. in pairs or small groups provides the support,
opportunity, and expectation for students to meet
the language demands of their math tasks. Planned
Use realia—We know that students learn best
heterogeneous groups insure that both language and
when they employ all of their senses and skills to
content models are present—and explicit, supported
learn. Sheltering makes great use of this technique
language expectations make the most of peer talk.
by focusing on visuals, gestures, models, and other
Teaching and modeling how and why students
topic-related resources. Math instruction lends
support each other in these groups make it clear that
itself naturally to the use of manipulatives and
actual “tools of the trade,” while connections to real- helping each other is the classroom norm—and that
everyone participates!
life applications reinforce a sense of purpose and
—continued on page 7—
DLeNM
• connect to biology:
cell mitosis
•connect to earth
science: representing
strength of
earthquakes via
Richter Scale
(exponential growth
in strength)
Learning calculus
through highlycontextualized
problems: explore
exponential functions
through Alice in
Wonderland.
Middle /
High School:
Secondary
Reform-Based
Curriculum
• give students time
to work together
with a partner to
look for examples of
fractions, decimals,
and percents
Students review what
they know about
fractions, decimals, and
percents. They create a
chart that lists how these
are used in everyday life.
5th Grade
Investigations:
Unit 4,
Fractions and
Percents
• build chart of key
concepts in front of
students
• discussion using a
cupcake about what
“equal parts” means
Students use paper
crackers to explore the
concept of fractions
being equal parts. They
divide the crackers into
halves, fourths, thirds, …
The activity is modeled
whole class, and then
students complete the
activity at their tables.
1st Grade
Everyday
Mathematics:
Unit 8, Money
Transactions
and Fractions
• sketching to
provide a graphic
representation of
Alice’s growth
• use of a graphing
calculator
• pictures from
magazines
• measuring
spoons for
fractions
• price tag for
decimal example
• sale
advertisement to
show percents
• cupcake example
• chart with key
vocabulary and
sketches
• paper crackers
that students fold
to test their ideas
Grade Level:
Description of Lesson Activating Prior
Supporting
Math Program
Knowledge and/or Meaning with
Creating Shared
Realia
Knowledge
Components of Sheltering
•Teams must verbalize
the equation y=x to the
___ power
• differentiation of “to”
and “two
• ordinal numbers
use sentence stems to
help students report out:
We use (percentages,
decimals, or fractions)
to _____.
An everyday use of
(percentages, decimals,
or fractions) is to ___.
____is the same as ___.
___ is equivalent to ___.
• emphasize the
difference between
“hole” and “whole”
• have the students
repeat key vocabulary
and sentences
throughout lesson
Focusing on
Language
• read excerpt from
Alice in Wonderland in
which she doubles in
height for each ounce
of cake she eats
• discussion and
clarification as teams
determine how to
sketch
• add sketches and
pictures to go with text
on chart
• read ongoing
assessment out loud to
early language learners,
sketch picture to go
with word problem
• model the first
problem in the practice
book
• class reads the rest
of the page out loud
together
Making Text
Accessible
•students work in
teams to establish
an equation to
represent Alice’s
doubled height
for each ounce of
cake she eats
• think-pairshares during
whole group
• partner activity
and share out to
whole group
• think-pairshares (heads
together) during
whole group
• partner support
at tables
Planning for
Peer Interaction
The table below shows three scenarios that illustrate how these intertwined sheltering components might appear in the classroom.
Soleado—Fall 2011
DLeNM
Promising practices...
—continued from page 6—
7
One supana time …
Children don’t know that they know – but they know!
Promising practices...
by Elena Izquierdo, Ph.D.—University of Texas at El Paso
When a child is learning in two languages, he/she
is working within and across two sets of systems,
managing complex processes that facilitate the
application of cognitive skills developed in one
language to specific situations in the other language.
Yet in the early years, dual language learners make
it look easy—acquiring their first language (L1)
and second language (L2) at the same time! The
premise of bilingual education is that learning in L1
facilitates English literacy and learning in English.
Research continues to support the critical role of the
child’s first language (L1) in literacy development
and its effect on literacy in (L2) English (August &
Shanahan, 2006; Cummins, J., 1979, 1981). In other
words, literacy skills developed in the L1 are applied
in the L2. This is commonly referred to as “transfer.”
Soleado—Fall 2011
Transfer
8
The concept of transfer refers to the child’s facility
in appropriating knowledge from one language
to the other. Much of what they apply is really
dependent on their understanding of that skill;
and their understanding of the skill is dependent
on the strength of instruction in the L1. Therefore,
the degree of transfer is reliant on the strength of
instruction in the L1. The application of knowledge
and skills from one language to another involves
metacognitive processes (knowing about knowing)
and metalinguistic processes (knowing about
language) (Izquierdo, 2009). These processes are
constantly taking place when children are immersed
in two languages, and the level of knowledge
that students reach in developing literacy in two
languages is truly amazing. Research shows that these
dual language learners who acquire proficiency in
advanced levels of language and literacy also realize
cognitive and linguistic advantages (Cloud, N.,
Genesee, F., and Hamayan, E., 2000; Lindholm-Leary,
K.J. 2000).
Children do not know they know, but they know.
Let’s look at first language acquisition. The English
speaking child who says, “Look mommy, I eated it”
is demonstrating that he has mastered the -ed past
tense ending of regular verbs: I painted—I eated.
Natural language acquisition, through the practice
of oral language development, has allowed the child
to internalize the past tense structure of regular
verbs. Inherent to the English language, however, is
the existence of irregular verbs that do not follow
the pattern of regular verb endings—eat/ate. Rather
than say that the child does not know his verbs or
that the child is confused, it is clear that he knows
regular verb ending for the past. The fact that “eat”
is an irregular verb is not the child’s fault. The same
occurrence takes place with a Spanish speaking child
acquiring Spanish. Spanish has regular and irregular
verbs as well. For example, the verb for eat is “comer,”
a regular verb: I eat, “Yo como.” The verb “saber”
(to know), an irregular verb, is conjugated as “Yo se.”
However, the child will initially say “Yo sabo.” These
examples of English speakers and Spanish speakers
acquiring their first language should be celebrated …
those little minds are at work! Through oral language
development these children are involved in the
acquisition process and are internalizing linguistic
structures and generating language. Acquisition is the
subconscious process of attaining language and its
“rules.” In other words, these children don’t know that
they know—but they know!
How does the notion of transfer apply in
biliteracy development when simultaneously
acquiring L1/L2?
In the same way that children acquire their L1, dual
language learners engage in these types of linguistic
stages through two languages. These developments
take place in much more complex processes. First of
all, dual language learners are still in the process of
acquiring their first language and at the same time
begin the process of acquiring a second language.
Hence, their biliteracy journey begins.
What is biliteracy and how is it developed?
At a bare minimum, biliteracy implies reading and
writing in two languages. It assumes connectivity
with the written language, phonemic awareness,
and comprehension skills between two languages.
Biliteracy cultivates a special awareness of language
and its function. However, it also involves the ability
to apply cognitive skills to two different language
systems and comprehend in the context of two
—continued on page 9—
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different worlds. It comprises the development
of academic literacy skills that promote the use
of strategies such as searching for cognates and
translating, as well as transferring strategies for
invoking prior knowledge, inferring, questioning,
and monitoring within two languages. Biliteracy
facilitates cognitive flexibility between L1 and L2 to
enhance learning and understanding in any context.
What happens when two systems come together?
Children immersed in dual language contexts are
engaged in sophisticated, complex processes in two
languages. Nonetheless, biliteracy development,
however transferable (L1L2), is susceptible to the
degree of language use and experiences. Context
supports the interactive and interdependent systems
natural to biliteracy development. Children use both
languages to develop literacy, and these two language
systems become one large system. In the process,
the child uses features of L1 in L2 (August, Carlo, &
Calderon, 2002).
For example, let’s look at Spanish and English—
similar, yet different (Izquierdo, 2009). Spanish and
English share language elements common to both:
(common letters [s, m, n]; common sounds (/k/,
/f/, /p/); common words (cognates). They share
language elements that are similar, but not exact, in
both languages (singular/plural forms; article usage;
subject/verb agreement; word order). They also have
language elements that are specific to each language
and are not applicable to the other (It is
raining – Está lloviendo; You – Usted/Tú).
Selinker (1972) speaks
of interlanguage
as consisting of L1
transfer; transfer of
training; strategies of
L2 learning; strategies
of L2 communication
(e.g., don’t think
about grammar while
communicating); and
overgeneralizations.
In other words, in the process, the child uses
features of L1 in L2. As the child develops both
cognitively and linguistically, he becomes more
aware of the similarities and differences between the
two languages, and eventually begins to use both
languages strategically.
Promising practices...
—continued from page 8—
Children’s writings give us a window into their
heads where we can observe evidence of these
interactive and interdependent linguistic and
cognitive processes taking place— interlanguage.
In this example, the child demonstrates his
knowledge of both languages as he produces the
phrase: Once upon a time.
Soleado—Fall 2011
Young dual language learners are not
aware of this, yet as they are engaging in
language activities (listening, speaking,
reading and writing) it is evident that very
sophisticated processes are happening. As
they are “languaging,” these two language
systems come together in their heads.
These dynamic systems result in some
creative language that provides evidence
of interlanguage. Interlanguage is a stage
in which a dual language learner is not
yet fully proficient in the second language
but is managing the two systems in his
head to approximate languaging (using
language(s) to communicate) in L2.
—continued on page 14—
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Soleado—Fall 2011
Promising practices...
Enseñando y aprendiendo matemáticas
con el método GLAD
por Deborah Magaña-Carter, Escuela Primaria Agua Fría—Santa Fe, NM
Durante el verano de 2008 tuve la oportunidad de
ser capacitada en el diseño de la adquisición del
lenguaje guiado (GLAD).
alumnos. También incluye un mapa semántico de los
conceptos y una presentación pictórica.
A pesar de que el compendio despertó interés y
curiosidad en mis estudiantes, todavía les faltaba
utilizar el vocabulario matemático. Los estudiantes se
referían a muchos términos con un vocabulario muy
básico para la clase de matemáticas. En ese momento
decidí introducir el vocabulario específico de cada
lección utilizando la
estrategia de GLAD
llamado el “Diccionario
En las clases que
cognitivo de materia”.
imparto siempre
Ubicación de los
he utilizado
estudiantes en la clase:
las estrategias
En mi clase, los
aprendidas en el
estudiantes están
programa de diseño
sentados en grupos de
de la adquisición
tres o cuatro, así que
del lenguaje guiado
con esta distribución
El compendio incluye las normas de matemáticas escritas
(GLAD) para enseñar de una manera comprensible para los alumnos, un mapa por grupos empecé
ciencias y estudios
a introducir el
semántica de los conceptos y una presentación pictórica.
sociales en idioma
vocabulario diario. Mis
inglés. Este fue mi primer año utilizando GLAD
estudiantes empezaron a escuchar frases, sinónimos y
en español. Sin embargo, nunca se me ocurrió que
antónimos relacionados con el vocabulario diario de
podía utilizar el marco de este programa para la
matemáticas.
enseñanza de las matemáticas en idioma español.
En sus respectivos grupos, los estudiantes siempre
El año pasado en el congreso de La Cosecha, tuve
trataban de definir la palabra proporcionada o
la oportunidad de asistir a la presentación de Erin
encontrar el significado de las mismas hablando y
Mayer. Esta presentación me gustó muchísimo
discutiendo entre ellos. Finalmente como grupo
y me inspiró a poner en práctica las estrategias
decidían cual podría ser el significado de la palabra,
instruccionales que presentó ella.
posteriormente yo les presentaba el significado oficial
(correcto) y en sus grupos utilizaban la palabra
En noviembre en mi salón de clases acababa de
correcta para formar una oración. A medida que
empezar la unidad 3 de matemáticas llamada:
pasó el año escolar, con paciencia y dedicación, los
Pegatinas, cadenas numéricas y cuentos, utilizando
alumnos empezaron a comprender la importancia de
el programa llamado Investigaciones para enseñar
utilizar la terminología matemática apropiada.
matemáticas. En ese momento decidí que empezaría
a utilizar un Compendio, que es un marco
El impacto académico que causó en mis estudiantes
estructural inspirado por la meta de GLAD, para
la utilización de estas estrategias y el Compendio,
introducir conceptos esenciales de la unidad 3
fue demostrado durante el año escolar puesto que
a mis estudiantes.
les ayudó mucho a comprender la terminología de
las matemáticas. También aprendieron a negociar
Este compendio incluye las normas de matemáticas
y a trabajar en equipo en sus respectivos grupos.
escritas de una manera comprensible para los
Desarrollaron una mejor comprensión del vocabulario
Me gustó mucho el marco estructural que
presentaron. Creo que sería una buena manera de
enseñar el componente en inglés en las asignaturas
de estudios sociales, lenguaje y ciencias, a mis
estudiantes de la clase de segundo grado del
programa de
lenguaje dual.
—continúa en la página 11—
10
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académico y del lenguaje de las matemáticas.
También en los exámenes de las unidades
respectivas, los resultados empezaron a mejorar
sacando puntajes de 2 (se aproxima a las
normas), 3 (cumple con las normas) y 4 (excede
las normas) en las pruebas, en lugar de 0 y 1
(incipiente) que estaban obteniendo al principio
del año escolar.
CESDP Hosts Back to School
Family and Youth Institute!
El éxito que tuvieron los alumnos tanto en las
actividades de la clase como en sus exámenes
les inspiró a ampliar sus conceptos e ideas
acerca del uso de matemáticas y el papel que
tiene en el mundo académico. Una de las cosas
más importantes que aprendí acerca de mis
estudiantes fue el interés que ellos mostraron
en las matemáticas. Descubrí que les interesaba
mucho la historia de las matemáticas, por
ejemplo querían saber ¿de qué manera los mayas,
egipcios e incas practicaban las matemáticas?
¿Quién inventó el reloj y el calendario? ¿Cuántos
segundos hay en un año? También empezaron a
traer a clase diferentes libros relacionados con los
temas de matemáticas que estábamos estudiando
y los leían en voz alta.
El hecho saber que existe la posibilidad de
mejorar los puntajes de los estudiantes en los
exámenes a nivel estatal y la oportunidad de
tener éxito académico es algo maravilloso y muy
motivador y me permite seguir trabajando para
lograr otro éxito compartido.
The primary goal of the Institute is to equip parents
with the information and resources they need
to directly impact the academic success of their
children. By strengthening parent and community
involvement, the Institute helps NM schools foster
collaboration and assist parents and students as they
negotiate the educational system.
The Back-to School Family and Youth institute
provides an excellent venue for partnerships,
especially when school districts support parents’
attendance. There will be 45 informative workshops
for parents, as well as nationally-recognized
keynote speakers. The youth strand is specifically
designed for middle and high school students,
with an emphasis on college and career readiness.
Additionally, on-site childcare services will be
provided for three- to eleven-year-olds. Finally,
five lucky participants will walk away with a laptop
computer from the raffle in the closing session.
Dr. Paul Martínez sums it up: “As schools continue
to face increasing scrutiny at many levels, parents
and families are even more critical to building
strong alliances. Our Institute does a first-rate job
of helping participants build skills, interface with
others, and become more aware of the truly positive
role they can play in strengthening their own home,
school, and community partnership.”
For registration and more information about the
Back-to-School Family and Youth Institute, please go
to http://www.cesdp.nmhu.edu.
DLeNM
Soleado—Fall 2011
Esta experiencia, me ayudó mucho a valorar el
interés de mis estudiantes en la asignatura de
matemáticas y apreciar lo que cada uno de ellos
puede aportar durante las lecciones estudiadas.
Al mismo tiempo, me di cuenta que pude darle a
mis estudiantes un maravilloso regalo de lengua
académica, historia mundial de matemáticas y
cultura hispana. Lo que me motivó a continuar
implementando este trabajo de manera positiva
fueron mis estudiantes, quienes venían a clase
con nuevas preguntas y nuevos retos todos los
días. También contribuyeron en mi entusiasmo
mis colegas de la escuela Agua Fría, quienes
se motivaron mucho con el programa e
implementaron de igual manera este sistema
de enseñanza.
The Center for the Education and Study of Diverse
Populations (CESDP) is preparing to celebrate the
20th anniversary of the Back to School Family and
Youth Institute—New Mexico’s flagship conference
for families and youth—on November 3-4, 2011. The
Institute will be held at the Buffalo Thunder Resort
in Pojoaque, NM, and it will be sponsored by the
CESDP, ENLACE-NM, and New Mexico Highlands
University, among others. This year’s theme is
“Empowering New Mexico’s Families, Youth and
Communities.” The Institute was founded by Dr.
Rodolfo Chávez, Senior Associate, and Dr. Paul
Martínez, Director of the CESDP.
Promising practices...
—continuácion de la página 10—
11
—continued from page 1—
Promising practices...
seem like a daunting task, but not for a school where
everyone operates from a leadership frame of mind.
Working with students from diverse backgrounds
and with different language needs, it’s imperative
that leaders in the school understand, embrace, and
celebrate the children they serve. We have found
that in any given year, 80-94% of our students do
not have necessary skills in reading and numeracy
awareness at the beginning of kindergarten.
Yet every child brings a wealth of background
experiences and resources that we are responsible
for cultivating into the required academia.
Children’s low academic skills are no excuse for
watering down expectations. Instead, we give them
rigorous content, with rich instruction supported by
scaffolds, so that they can access grade-level content
to create meaning. Children know when they can’t
do the work, and it doesn’t take long for them to
lose hope—hope in themselves and hope in the
school system. Because of our demographics, we
knew we had to do something different.
Soleado—Fall 2011
As leaders working to cultivate hope, we’ve
undertaken many initiatives at our school to better
support students and families, and we’re seeing the
benefits. But with ever-increasing expectations for
academic achievement, we knew that we needed an
instructional framework that was an appropriate
match for our students’ strengths, needs, and
goals. When our district’s director of bilingual
programs offered to bring GLAD (Guided Language
Acquisition Design) professional development to
our district, we jumped at the chance. Making this
commitment on behalf of our students seemed an
act of organizational and individual leadership.
Initially, we trained our assistant principal and
the fourth and fifth grade teachers—all of them,
not just our dual language staff—so that there was
consistency among the grade-level teachers and
to insure no one was “alone” in implementing the
strategies. From the beginning, the expectations
were clear: every fourth and fifth grade teacher
would implement GLAD in alignment with the
themes in our SRA Imagine It! reading core.
The results were amazing, as classrooms were
immediately transformed. Students were talking
to each other about rich content, using resources
12
to solve problems, and demonstrating deep levels
of cognition. As I observed students and teachers,
I was blown away by the students’ level of genuine
engagement with rigorous content. Teachers were
excited too. They finally felt like they had a structure
for managing and delivering high quality instruction
that was fostering high quality learning while
supporting students to be problem solvers and critical
thinkers. Because of the leadership these two gradelevel groups showed in implementing GLAD, student
learning was being transformed and it was clear we
needed to go school-wide with implementation.
So, all third grade teachers were trained in the fall—
and so was I. As the building leader, I must fully
understand what I’m asking staff to do so that I can
support them properly. As leaders, our third grade
team returned from their trainings and immediately
implemented the components of GLAD. Additionally,
I began modeling the strategies in a classroom
and secured substitutes so teachers could plan and
prepare. As we continued to see students blossom into
thinking learners, we arranged GLAD training for our
second grade teachers in the spring. With the end of
the school year approaching, our second grade staff
stepped up as leaders and implemented most of the
strategies in their last reading unit.
With the majority of our teaching staff trained and
implementing the GLAD protocol, we are now
looking ahead and planning for next steps. Two
kindergarten and all first grade teachers received
training this summer. We have scheduled monthly
small group GLAD sessions so that we can debrief
what’s working, what we’re struggling with, and offer
mini-professional development lessons. In addition,
we are writing the use of GLAD strategies into our
EPSS and PDP plans, and we have allocated funding
to insure teachers have the supplies necessary to
support the instruction and activities.
We are committed to be the leaders our children need
us to be. We have seen the confidence and hope that
students are developing as they engage in productive
and meaningful work through GLAD units and
content integration. We will continue to deepen
our professional skills as part of our leadership and
dedication to student learning so that hope is truly
cultivated throughout our school!
DLeNM
Promising practices...
—continuácion de la página 3—
= Si el puente es novedoso, sería más fácil
implementarlo con áreas de contenido
(matemáticas, ciencias sociales o naturales) en vez
de artes de lenguaje. Trate de integrar las destrezas
de la lectoescritura dentro de las áreas de contenido.
= El saber que aspectos metalingüísticos se pueden
desarrollar se puede planificar de antemano,
pero también es importante permitir que
los estudiantes observen espontáneamente
las similitudes y las diferencias entre los dos
lenguajes. Por ejemplo, uno puede planear el
trabajar la sintaxis: carro rojo y red car, pero
los estudiantes pueden enfocarse en el patrón
es (escorpión)-s scorpion como el de la foto que
se encuentra a continuación. En este caso, los
estudiantes fueron los que vieron que cuando
en español la s va seguida por una consonante,
siempre lleva una e antes (escuela, escorpión),
mientras que en inglés el equivalente es la s
(school, scorpion).
= Al trabajar con estudiantes mayores, el puente
puede tener más que un enfoque metalingüístico.
Fuentes:
Beeman, K. & Urow, C. (In press). Teaching Spanish and
English Literacy in the United States: A Practitioner’s
Handbook. Philadelphia, PA: Caslon Inc.
Dressler, C., Carlo, M., Snow, C., August, D., White, C. (2011).
Spanish-speaking students’ use of cognate knowledge to
infer meaning of English words. Bilingualism: Language
and Cognition 14 (2), 243-255. Cambridge University Press.
Jiménez, R. T., García, G.E. Pearson, P.H. (1996). The reading
strategies of bilingual Latino/a students who are successful
English readers: Opportunities and Obstacles. Reading
Research Quarterly, 31 (1), 90-112.
Soleado—Fall 2011
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Soleado—Fall 2011
Promising practices...
—continued from page 9—
Taken from a kindergarten
student playing
“housekeeping,” the
following is another
example of the strategic
language use that comes
with increasing awareness
of the features characteristic
of students’ two languages:
Look, Miss. I’m planching!
This child strategically code
switches and uses a verb in
Spanish—planchar (to iron), drops the –ar from
the infinitive, adds the –ing to form the present
progressive in English, and uses it to communicate
her message—in context. In fact, the activity “to
iron” is probably a big event at home, and the
child uses the verb in Spanish because of its sociocultural representation. This child is demonstrating
much more than we think! She is very much aware
of how language works, the craft of language.
This also demonstrates that in dual language
learning, literacy development is two way:
SpanishEnglish. Children use both languages in
processing and producing. For this type of transfer
to occur, comprehension of the “rules” and their
applicability to other language specific tasks is
necessary. Dual language learners are continually
and automatically constructing knowledge and
making connections between languages.
As educators, understanding these processes
develops different attitudes and values about
literacy instructional practices and allows us
to facilitate these cognitive skills in children
and support their success in L1/L2 literacy—
biliteracy. Biliteracy development is influenced by
instruction and the context of learning in L1 and
L2, and outcomes are susceptible to the degree
of language use and experiences. Consequently,
the formal teaching of literacy/biliteracy needs
to include more focused and systematic teaching
methodology to acknowledge ongoing interactive
and interdependent systems and maximize the
effectiveness of biliteracy development.
References
August, D., Carlo, M. & Calderon, M. (2002). Transfer of
reading skills from Spanish to English: A study of young
learners. Report ED-98-CO-OO71 to the Office of
Bilingual Education and Minority Languages Affairs, U.S.
Department of Education, Washington, D.C.
August, D. & Shanahan, T. (2006). Developing literacy in
second language learners: Report of the National Literacy
Panel on Language-Minority Children and Youth. New
Jersey, London: Lawrence Erlbaum Associates.
Cloud, N., Genesee, F., & Hamayan, E. (2000). Dual
language instruction: A handbook for enriched education.
Boston: Heinle/Thomson Learning.
Cummins, J. (1979). Linguistic interdependence and the
educational development of bilingual children. Review of
Educational Research, 49, 222-251.
Cummins, J. (1981). The role of primary language
development in promoting educational success
for language minority students. In California State
Department of Education (Ed.), Schooling and language
minority students: A theoretical framework. Evaluation,
Dissemination and Assessment Center, California State
University, Los Angeles.
Izquierdo, E. (2009). Biliteracy: A journey or a destination.
Soleado: Promising Practices from the Field, 2, 1-11.
Lindholm-Leary, K.J. (2000). Biliteracy for a global
society: An idea book on dual language education.
Washington, DC: National Clearinghouse for English
Language Acquisition. Retrieved March 12, 2010, from
the National Clearinghouse for English Language
Acquisition website at: http://www.ncela.gwu.edu/files/
uploads/9/BiliteracyForAGlobalSociety.pdf
Selinker, L. (1972) Interlanguage. IRAL 10, 209-31.
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—An Opinion Piece by James J. Lyons—
The current administration’s unwillingness to address
the role of language in providing equal opportunity
for learning to language minority students and their
families was driven home in a report on the Hispanic
achievement gap that was recently released by the
Education Department.
The report, available at http://nces.ed.gov/
nationsreportcard/pubs/studies/2011459.asp, presented
the reading and math scores of 4th and 8th graders on
the National Assessment of Educational Progress from
1998 to 2009 for three groups of students:
• white students;
• Hispanic students considered English proficient (EP); and
• Hispanic students considered English Language Learners
(ELL) or limited in their English proficiency (LEP).
More than 11 million Hispanic students attended
public schools in 2009. That’s 22 percent of the nation’s
total student enrollment. Roughly equal numbers of
students were classified as EP and ELL/LEP.
The Education Department termed the report
“sobering.” “Tragic” would be a more apt
characterization. The report found that while the
scores of both the white students and Hispanic
students had risen between 1998 and 2009, the
achievement gap separating the two groups had not
diminished significantly.
An article on the report in Time Magazine zeroed in
on the cause of the Hispanic gap. It stated:
When Education Week reporter Sarah Sparks
questioned U.S. Education Department officials about
the salience of limited English proficiency in explaining
much of the Hispanic achievement gap, she reported:
“(National Commission on Education Statistics)
Commissioner Sean P. “Jack” Buckley said he would
balk at saying English-language gaps are a bigger issue
than racial disparities, in part because each state can
DLeNM
The reluctance of Commissioner Buckley to
address the magnitude of the achievement gap
attributable to language is disingenuous. His
statement is a non sequitur. The effect, if any,
of the testing accommodations permitted for
English-language learners is to increase, not
decrease, their NAEP scores, thereby minimizing
the true extent of the gap separating them from
white students.
The Education Department’s press release on
the NAEP Hispanic achievement gap report was
practically mute on the matter of language. It read
in pertinent part:
“U.S. Education Secretary Arne Duncan today
urged parents, educators and school leaders at every
level of government to make Hispanic educational
excellence a national priority.…. ‘Race and ethnicity
shouldn’t be factors in the success of any child
in America,’ said Secretary Duncan. ‘Hispanic
students are the largest minority group in our
nation’s schools. But they face grave educational
challenges that are hindering their ability to pursue
the American dream….’” http://www.ed.gov/news/
press-releases/us-education-secretary-duncanchallenges-nation-work-together-make-hispanic-educ
Of course, race and ethnicity shouldn’t be factors
in the success of any child But neither should a
child’s English proficiency. That is the rule of law
enunciated by the U.S. Supreme Court 37 years
ago in Lau v. Nichols.
Education Secretary Duncan must understand
that by failing to address the role of language in
the Hispanic achievement gap, we fail to provide
equal access to the very content learning that can
close that gap. With support and commitment
from the Department of Education, schools can
create the opportunities for success to which all
students are entitled.
Soleado—Fall 2011
“Although the report focuses on the achievement of
an entire ethnic group, the numbers suggest that the
persistent gap has more to do with the language barrier
among a subset of that group….For example, in eighthgrade reading, the discrepancy between ELL Hispanic
students and non-ELL Hispanic students was 39 points,
or roughly four whole grade levels.” http://www.time.
com/time/nation/article/0,8599,2079429,00.html
use different accommodations for English-language
learners taking the assessment. http://www.edweek.
org/ew/articles/2011/07/13/36hispanic-2.h30.
html?qs=hispanic+naep
Promising practices...
The Hispanic Achievement Gap: What Education Secretary
Arne Duncan Doesn’t Understand
James J. Lyons is a civil rights policy attorney in
Arlington, VA. His email is [email protected].
15
Soleado—Promising Practices From the Field—Fall 2011—Vol. 4, Issue 1
Dual Language
Education of
New Mexico
2501 Yale Blvd. SE, # 303
Albuquerque, NM 87106
www.dlenm.org
505.243.0648
Executive Director:
David Rogers
Board of Directors:
Co-chairpersons—
Evelyn Chávez
Diana Pinkston
Board Members—
Dr. Suzanne Jácquez-Gorman
Susana Ibarra Johnson
Gilberto Lobo
imagine learning webinar—
Dual Language Education:
Adrian Sandoval
Designing and Implementing
Jesse Winter
Effective Programs—October 20,
;
... la educación que merecen
todos nuestros hijos.
Editor: Dee McMann
[email protected]
© DLeNM 2011
All rights reserved.
Soleado is a quarterly publication
of Dual Language Education of
New Mexico, distributed to DLeNM’s
professional subscribers. It is
protected by U.S. copyright laws.
Please direct inquiries or permission
requests to [email protected].
2011. In this webinar, sponsored by the
Association of Latino Administrators
and Superintendents in conjunction with
Imagine Learning, David Rogers will
discuss essential strategies for creating and
implementing a successful dual language
education program—and answer your
pressing questions! For more information
and to register, visit http://bit.ly/oeMipF.
;
CESDP’s 20th Annual Back-toSchool Institute: Empowering
New Mexico’s Families, Youth and
Communities—November 3-4, 2011,
Buffalo Thunder Resort, Pojoaque, NM.
The institute, sponsored by the Center
for the Education and Study of Diverse
Populations, is designed for students
and families. For registration and more
information about the insititute, go to
http://www.cesdp.nmhu.edu.
; New Mexico Association for
Bilingual Education: Regional
Institutes—
• Southwest Regional Institute, Oct. 8,
Las Cruces, NM, For more information,
contact Mrs. Rosalinda CarreonAltamirano, 575.527.5874;
•Northwest Regional Institute, Oct. 8,
Gallup, NM. For more information,
contact Ms. Louise Benally at lbenally@
gmcs.k12.nm.us; and
•Southeast Regional Institute, Oct.22,
Hobbs, NM. For more information,
contact Mr. David Briseño at
505.238.6812.
Register for any of these institutes at
http://www.acteva.com/go/nmabe.
; La Cosecha 2011, 16th Annual
Dual Language Conference­—
November 16-19, 2011, Albuquerque
Convention Center, Albuquerque, New
Mexico. To register and catch all the
updates, visit http://dlenm.org/lacosecha/.
Soleado is printed by Starline Printing in Albuquerque.
Thanks to Danny Trujillo and the Starline staff
for their expertise and support!