National Associaton Biingual Education (NABE) 2008 Conference
February 6 – 9, 2008
Visit the NABE 2008 Conference.
6th Annual NABE Dual Language Pre-Conference Institute
Wednesday, February 6, 2008
Online Resources for Two-Way Immersion Practitioners from CAL
Participants were introduced to online resources and hidden treasures on the CAL Web site, including the Directory of TWI Programs, the Two-Way Immersion Toolkit, the Evaluators Toolkit for Dual Language Programs, Spanish Language Assessments for Dual Language Programs, and reports, briefs, and other resources.
Guiding Principles for the Guiding Principles: Conducting a Successful Self-Evaluation
This presentation outlined important considerations for using the Guiding Principles for Dual Language Education for program self-evaluation, including engaging stakeholders, disseminating findings, and creating an action plan for improvement. We also discussed the important processes of interpreting the key points for local contexts and finding and documenting evidence.
Thursday, February 7, 2008
Scaffolding Instruction for ELLs: A Professional Development Course in Integrating Language and Content Standards
In the spring of 2007, the Center for Applied Linguistics piloted a graduate-level professional development course for teachers serving English language learners (ELLs). The course, Content and Language Integration as a Means of Bridging Success (CLIMBS), addressed how to integrate content and language proficiency standards to make academic material accessible to ELLs. Participants with varied teaching assignments had the opportunity to build collaborative relationships and begin professional learning communities. Responding to the need to improve English language proficiency (ELP) and academic achievement of ELLs in the fifteen member states of the WIDA Consortium, this professional development initiative was based on research in second language acquisition and pedagogy.
Forty-four participants, comprised of administrators, ESL teachers, and mainstream educators serving ELLs in Illinois and Rhode Island, took part in this semester-long course. Informed by research recommending that effective professional development is ongoing, job-embedded, and data-driven, this course employed a blended learning model of face-to-face and online workshops.
This presentation addressed the CLIMBS course structure and content, the course research base, and the online learning system. Co-presenters who participated in the course provided the teacher-participant perspective and addressed how they applied course content to their bilingual teaching placements. Results from the pilot course and ongoing plans to expand the CLIMBS course to additional sites were also discussed.
Presenters include Emily Evans.
Tampa Convention Center / Room 1, 2:30 - 3:15 pm