Multistate Association for Bilingual Education, Northeast

A nonprofit organization for educators, families, and policy makers

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DLE Instructional Strategies

Instructional Strategies for Second Language Learning

Sampling of Professional Development Topics

Culturally Responsive Teaching for Dual Language Classrooms

What does it truly mean to be a culturally responsive teacher? Time will be spent looking at components of culturally responsive teaching, engage in activities to broaden understanding and increase one’s repertoire of tools and strategies in working with culturally and linguistically diverse students.  The session content and activities will be anchored in the frameworks of Ready 4 Rigor, Zaretta Hammond and Universal Design for Learning, CAST.  Participants will learn how to construct a learning environment and design effective lessons that increases students access to content, while maximizing effective learning and overall engagement. 

National Dual Language Education Teacher Preparation Standards (NDLETPS) Standard 2  Sociocultural Competence and Standard 3 Dual Language Instructional Practices and Pedagogy

Incorporating Cooperative Learning in Dual Language/Immersion Education

Language learning requires interaction. Learners learn best if their learning environments enable them to use language to explore, to seek meanings, to satisfy curiosities, to express their thoughts, to listen to different perspectives, and to validate others. Cooperative learning, an effective strategy for classroom instruction and especially for language learners, is a motivational approach to facilitating classroom interactions into rigorous academic and social learning experiences. It differs from group work, and it has been described as “structuring positive interdependence.” With intentional arrangements, learners must work in groups to complete tasks collectively toward sustaining academic goals. Effective cooperative learning strategies lend themselves well to an integration of modalities. When students work together cooperatively, they speak and listen to each other, they ask critical questions and become thought partners in coming up with solutions and suggestions (speaking/listening.) They are frequently engaged in analyzing and understanding information from variety of sources (reading). They take notes so that they could remember information and evidences to later apply and evaluate their understanding in writing. They pull together their ideas (writing) to present to various audiences (speaking/listening/reading/writing.)

By the end of this session, participants will be able to bring home a list of research-based strategies and refreshing ideas to integrate immediately in classrooms with students and use as a guide for evaluating effective two-way immersion facilitation. To achieve better coordination and best results in dual language learning, although it is not required, partner teachers who teach the same group of students are encouraged to participate this workshop together.

National Dual Language Education Teacher Preparation Standards (NDLETPS) Standard 3 Dual Language Instructional Practices and Pedagogy



Strategies and Approaches to Placing Culture as the Core to Achieve Academic Success, Language Proficiency, and Social-Emotional Balance

Under the premise that culture is core to language learning, both for the English and partner language settings, participants will explore and investigate in effective ways to integrate the big C, little c, and culture perspectives in their facilitation of learning in a two-way immersion program. They will engage in interactive activities, share their cultural diversities, and spend time modifying/incorporating strategies in their unit/module/lesson and receive feedback in small group. By the end of the session, participants will bring home a standard-based curriculum unit that links authentic assessments to evaluate student satisfaction in the learning process. To achieve better coordination and best results in dual language learning, although it is not required, partner teachers who teach the same group of students are encouraged to participate this workshop together. 

Metalinguistic Awareness Toolkit

Participants will develop their teacher toolkit of metalinguistic awareness strategies for bilingual and dual language students.   Language development in bilingual programs must make explicit connections between students' two languages and cultures. Learning in two languages must incorporate the similarities and differences in phonology, morphology, syntax, semantics, and pragmatics in both languages.   Strategies that will be introduced in this one-day session include:  Academic Conversations (Jeff Zwiers), Bridging (Teaching for Biliteracy) Asi se dice (Literacy Squared) and Visible Thinking (Project Zero).  Sample lesson plans and videos of students engaged in these strategies will be shared during this session.  While this professional development opportunity is geared towards Spanish and English at the elementary level, the strategies would be useful with any two languages and could be modified for dual language learners at any grade.

National Dual Language Education Teacher Preparation Standards (NDLETPS) Standard 3 Dual Language Instructional Practices and Pedagogy

Teaching and Planning with Strategies from Literacy Squared

Literacy Squared is a comprehensive model that has been designed to accelerate the development of biliteracy in Spanish-English emerging bilingual children attending elementary dual language schools.  This professional development opportunity will cover El Dictado and Lotta Lara, two specific strategies as described in Literacy Squared.  In addition, participants will be introduced to instructional planning for paired literacy.

National Dual Language Education Teacher Preparation Standards (NDLETPS) Standard 3 Dual Language Instructional Practices and Pedagogy

Promoting Bilingualism Among All Community Members

Bilingualism is a gift! This is true for students, their families, educators, communities, and our world. It is critical for educators to be articulate about the benefits of bilingualism while speaking with various community members who may hold negative views. This is especially the case when advocating for students with disabilities. Through personal dialogue and collaborative outreach, educators can more effectively generate counter narratives, build support among community members, and support families in making informed educational decisions for their children.

In this session, participants will explore the benefits of bilingualism and the ways they can promote bilingualism among diverse stakeholders. Through examination and discussion of articles, videos, various campaigns promoting bilingualism, and other resources, participants will grow in their confidence and skills for having these discussions and organizing outreach activities.

National Dual Language Education Teacher Preparation Standards (NDLETPS) Standard 5 Professionalism, Advocacy and Agency

Multistate Association for Bilingual Education, Northeast

MABE-Northeast, PO Box 281 

Ashland, MA 01721

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