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Multistate Association for Bilingual Education, Northeast

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AUDIENCE: Dual Language Bilingual Education (DLBE) Foundations is a series of Professional Development (PD) series designed for educators at all levels in DLBE programs, especially new and establishing programs and educators. Further experience levels may be specified in session descriptions below.


DLBE ESSENTIALS

This PD provides an overview presentation for educators, community members, and other partners of a district/school contemplating or new to DLBE at the elementary-school level. This PD also provides a foundational knowledge of DLBE as well as an understanding of the planning and commitment required to build a successful program. The goal is for all participants to understand the research and theoretical rationale, the goals, and a beginning understanding of the program structure of DLBE. Learn more about DLBE Essentials here. 

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EXPANDING TO SECONDARY DLBE

This PD engages participants in understanding considerations for the expansion of dual language programs to the secondary level. The answers to the following questions will frame the content of the presentation:

  • How is a Secondary DLBE program structured differently from an Elementary DLBE program?
  • How can the intersections of all types of language learning programs at the secondary level lead to creating opportunities for academic language development and to increasing opportunities to earn the Seal of Biliteracy?
  • What do we need to consider for implementing a successful Secondary DLBE program?

This PD is intended for school and district educators and leaders interested in expanding the elementary level Dual Language Education program to middle school and high school.

The DLE Middle School Teacher Network can also help!  

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    EXPLORING THE CORNERSTONES OF DLBE PEDAGOGY 

    In this PD, participants will explore the core concepts of the Cornerstones framework and discover how they shape impactful DLBE Instruction. Participants will gain a basic understanding of each Cornerstone, including:

    • Dual Purpose Lessons: Uniting language and content objectives to maximize learning outcomes.
    • Relevant, Engaging, and Comprehensible Content: Ensuring content is accessible and meaningful to all learners.
    • Supported Authentic Communication that Builds in Complexity: Cultivating authentic language use while scaffolding learning.
    • Culture-Centered Classroom: Fostering an inclusive learning environment that celebrates diverse cultures.

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    SPANISH FOUNDATIONAL SKILLS FOR EMERGING BILINGUALS: STANDARDS, SKILLS, & STRATEGIES FOR SUCCESS

    How should Spanish Literacy Foundational Skills be taught in a DLBE Program? In this PD, participants will learn to determine strengths and weaknesses of approaches, methods, and programs currently in use for teaching Spanish Literacy Foundational Skills. Participants will make a year-long plan to teach their grade-level Spanish Literacy Foundational Skills Standards, experience teaching strategies for helping students acquire Foundational Skills (including placing and defending the correct use of the accent mark), and plan contrastive analysis activities for their students to develop metalinguistic awareness around the Foundational Skills. This PD is presented bilingually, partially in Spanish and partially in English. 

    The DLE Elementary School Teacher Network can also help! 

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    DEVELOPING A SCOPE AND SEQUENCE FOR K-2 PORTUGUESE FOUNDATIONAL SKILLS

    In this PD, teachers will learn how to develop/adapt a scope and sequence for the Portuguese Language Arts and align it with their English Language Arts scope and sequence. Participants will learn how to identify similarities and differences between the two languages and analyze what patterns can be transferable from one language to the other, opening the door for cross-linguistic transfer. 

    The DLE Elementary School Teacher Network can also help! 

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    FRAMEWORK FOR DEVELOPING AN INTEGRATED CURRICULUM

    This PD is for any elementary DLBE program looking to implement an integrated curriculum. This approach provides a method to imbed literacy, language, and culture throughout all content areas resulting in the utilization of effective and efficient instructional time. To ensure maximum interaction, participants should have, at the very least, access to the scope and sequence for each content area and their priority standards.

    The DLE Elementary School Teacher Network can also help! 

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    DLE & SPECIAL EDUCATION: MULTI-TIER SYSTEMS OF SUPPORT (MTSS) FOR DUAL LANGUAGE LEARNERS

    This PD session will identify key multi-tier systems of support for multilingual learners (MLs) in DLBE, who have a disability or are suspected of having a disability. This session will explore effective and equitable best practices and interventions for MLs. Discussion and activities will focus on creating a continuum of appropriate supports for these students within a solution-seeking collaborative team approach. 

    The DLE Special Education Network can also help! 

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    PARTNER TEACHING IN DLBE

    This PD will explore Partner Teaching in DLBE. Participants will gain a basic understanding of Partner Teaching essentials:

      • The focus of Partner Teaching is on having the partner teachers plan for the routines and procedures in the classroom. 
      • Anchor routines include entering the classroom, exiting the classroom, giving the teacher their attention, listening, transitions, and managing materials and supplies. 
      • Partner Teachers should plan the common classroom expectations, routines and procedures before the beginning of the school year. 
      • Working with a partner teacher requires a highly collaborative relationship. 
      • It is important that students have the same classroom expectations, routines and procedures in both their classrooms not because students can’t learn two sets of classroom expectations, routines and procedures, but because learning the classroom expectations, routines and procedures takes up valuable mental real estate and cognitive energy. 
      • Having the same classroom expectations, routines and procedures also helps to establish parity in the partner relationship. 
      • New partnerships will often choose to use most of the already established routines and change them, as the partners are able to experience them and suggest improvements or changes. 

    This PD is designed for the two teachers working together in a 50:50 DLBE program model (e.g., the Spanish side teacher and the English side teacher for a grade level). Paraprofessionals that work closely with the partner teachers are welcome to participate.

    The DLE Elementary School Teacher Network can also help! 

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    Please contact Phyllis Hardy, Executive Director, for further information or to request a service. 

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