Tuesday, November 12, 2024

8:00 am - 4:00 pm (MST)

$215

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Dual Language Education Foundations for State, District, and School Leadership 

With a commitment to strengthening and expanding preK-12 dual language programming, new and seasoned leaders look to expand their foundational knowledge and learn promising practices.  In collaboration with its national partners, DLeNM will offer a one-day institute that will include foundational learning in the areas of policy, research, and effective program design and implementation practices. Participants will have the opportunity to explore the specifics of elementary, middle, and high school program models and network with colleagues, including those who have been successful in program implementation.

Capacity: 200

Facilitators: Co-Sponsored by the National Association for English Language Program Administrators (NAELPA) and Dual Language Education of New Mexico

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Tuesday, November 12 -  Wednesday, November 13, 2024 

8:00 am - 4:00 pm (MST)

$449

Key Strategies for Biliteracy – Project GLAD® Institute

Are you GLAD® trained or new to GLAD®? Join us for this pre-conference institute that integrates a biliteracy focus with innovative Project GLAD® strategies. Experience GLAD® strategies through a dual language lens and plan for implementation in your school setting while you gain knowledge to leverage students’ bilingualism and build academic content and language proficiency in English and Spanish. You’ll leave equipped with practical strategies to elevate your biliteracy teaching practices. Offered for the first time at La Cosecha, this workshop will be led by OCDE Project GLAD® experts in bilingualism and biliteracy.

Capacity: 40

Facilitators: DLeNM Staff

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Wednesday, November 13, 2024

8:00 am - 4:00 pm (MST)

$215

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Teaching for Biliteracy in Action!

In this institute, the Center for Biliteracy team will provide an interactive overview of the instructional and programmatic elements of teaching for biliteracy within a variety of dual language program models, including 90/10, 80/20, 50/50, two-way immersion, and one-way immersion, including program models that use both one-teacher (self-contained) and two-teacher (partnering) configurations.  Participants will experience elements of a biliteracy unit framework: the development of oracy, background knowledge and language comprehension, evidence-based reading and writing instruction, content instruction, and the Bridge for transfer between languages and the development of contrastive analysis to develop metalinguistic awareness.  Participants will also have digital access to sample standards-based year-long biliteracy curriculum maps, sample Biliteracy Unit Frameworks, and other resources. Capacity: 100

Facilitators: Karen Beeman, Dana Baum Hardt, Crystal Ramos, Melody Wharton

 

Focusing on Similarities and Differences Between Spanish and English to Promote Students’ Metalinguistic Awareness 

This session will provide participants with the opportunity to enhance their knowledge of Spanish and English language systems and structures, and examine similarities and differences between them as they relate to:

• Phonology and orthography (sound-letter correspondences)

• Morphology and the lexicon (word parts and vocabulary)

• Syntax (sentence structure)

• Discourse (language use beyond the sentence)

At the end of the session, participants will be able to identify systems and structures of Spanish and English and use methods for teaching similarities and differences between the two languages that promote students’ metalinguistic awareness. Practical classroom-based instructional strategies and opportunities to put them into practice are embedded throughout the session.  

Capacity:  40

Facilitator:  Igone Arteagoitia, Center for Applied Linguistics, Dual Language and Multilingual Education 

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Cultivating the Pedagogy of Translanguaging for K-12 Transformative Education: Approaches, Activities, and Strategies for Students and Teachers

Are you interested in exploring innovative teaching techniques that foster language inclusivity, social justice, and equity in research and teaching endeavors? Look no further than this, which looks into the exciting field of teaching through translanguaging and showcases successful strategies used in classrooms with diverse backgrounds. The Pre-conference Institute advances the idea of adopting a Translanguaging Stance, which encourages the collective and harmonious utilization of the language practices of bilingual students. Through its exploration of transformative pedagogical approaches in classrooms, family and community settings, and teacher education domains, the Institute opens up diverse vistas into the intricate tapestry of meaning-making for teachers and emergent bilingual students.

Capacity: 100

Facilitators: Susana Ibarra Johnson, Socorro Herrera, Minea Armijo Romero, Carlos LópezLeiva, Elisabeth Valenzuela, and Mishelle Jurado

Culturally & Linguistically Sustaining Problem-solving within MTSS: Supporting Multilingual Learners Experiencing Challenges 

This full-day institute presents a collaborative problem-solving framework that school-based teams can infuse into their existing MTSS process in support of multilingual learners who are experiencing challenges. Focusing on language-minoritized students in Dual Language programs, participants will be guided interactively through a problem-solving process to collaboratively develop culturally and linguistically responsive instruction, intervention, and assessment practices. This process can also provide diagnostic information to support a case study evaluation and includes essential characteristics of learning environments and key features of intervention practices for multilingual students who receive special education services.   Participants will take away a problem-solving framework, examples and insights into application, along with a collection of resources to advance culturally and linguistically sustaining practice in their settings. We welcome school-based teams and individuals for a day of learning and problem-solving together from a wellness orientation as we reflect on how to advance practice in our classrooms, schools, and systems.

Capacity:  60 
Facilitators:  Dr. Cristina Sánchez-López, Theresa Young

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Developing Socio-cultural Competence (Pillar 3) Across Your System: Targeted Strategies for Staff, Students, and Parents/Family Members

Pillar 3 is often called the “neglected Pillar.” Despite the critical role that socio-cultural competence plays in effective biliteracy development (Pillar 1) and attaining high levels of academic achievement (Pillar 2), many struggle to find the time and means to effectively address Pillar 3. Join us as we explore strategies that engage staff, students, and parents/family members in development of critical socio-cultural skills. Rather than taking an “add-on” approach for addressing Pillar 3, the presenters will share ways to integrate socio-cultural learning topics into extant educational systems and practices. Whether yours is a OW- or TW-DL program, implemented at a single site or across multiple schools, and functioning as a strand within a school or as a schoolwide model, you will explore a toolkit of adaptable strategies aimed at three distinct populations: School staff, students, and parents/family members. Participants will have ample opportunity to actively explore research-aligned strategies aimed at meeting the needs of the three identified target populations. Participation by school or district teams is suggested, though not required. Time will be provided for reflection, networking, and application of new learning to participants’ unique contexts. Plan to leave with an expanded network of dual language practitioners and a concrete list of resources, approaches, and strategies that are adaptable, actionable, and impactful.  

Capacity:  80

Facilitators: Dr. Barbara Kennedy, Dr. Rolando Merchán, and Dr. Blanca De la Sierra

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Empowering Secondary Educators: Navigating Dual Language Programming and Advocacy

Join us for this comprehensive professional development institute designed to explore dual language programming at the secondary level. You will gain insights into effective advocacy strategies for promoting dual language education in your school community and beyond.  As presenters, we will delve into best practices for designing, implementing, and sustaining dual language programs in secondary schools. Come elevate your leadership skills to effectively lead and support diverse teams while fostering linguistic and cultural proficiency among students. Empower yourself to drive positive change and create inclusive learning environments that prepare students for success in an increasingly interconnected world.  

Capacity: 80

Facilitators: DLeNM Staff