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CAL Staff Presentations at NABE

March 28

Exemplary Dual Language Bilingual Education Programs: What does it take?

Date and Time: March 27, 2024, 1:30–2:20 p.m

Dual language bilingual education (DLBE) programs provide language and content instruction in English and a partner language with the goal of promoting high academic achievement, bilingualism and biliteracy, and socio-cultural competence. While there is considerable evidence about the success of DLBE programs, the vast majority of the research has focused on English cross-sectional outcomes. Furthermore, there is very little research on the specific school-wide characteristics or effective instructional methods that promote high academic achievement in the two languages (National Academies of Sciences, Engineering, and Medicine, 2017).

Participants attending this session will learn about a study conducted with funding from the U.S. Department of Education to compile evidence from high-achieving DLBE programs regarding programmatic and instructional practices through case studies with the goal of providing a basis for replication of these practices in other programs with similar characteristics. Findings from one of the case studies will be shared in this presentation.


  • Igone Arteagoitia, CAL

The How and Why of Dual Language Program Reviews: Making Your Program the Very Best

Date and Time: March 28, 2024, 5:10–6:30 p.m.

Framed by equity and using its very own Guiding Principles for Dual Language Education (Howard et al., 2018) as the theoretical framework, this session from the Center for Applied Linguistics will share why it is important to intermittently conduct reviews of your program and how districts and schools can conduct program reviews that will lead to program enhancement.


  • Igone Arteagoitia, CAL (on behalf of Lisa Tabaku, CAL)

Digital Language and Literacy Learning Menus for Multilingual Learners

Date: March 28, 2024

Discover the power of interactive digital learning menus. This session focuses on how to use instructional design principles to create digital choice boards that are aligned to language and literacy goals. Walk away with instructional design tips, templates, and lesson ideas such as Language Domain Choice Boards.


  • Maria Cieslak

The Powerful ‘Probable Passage’: A Pre-Reading Strategy for Multilingual Learners

Date: March 30, 2024

Attendees participate in, practice, and create adaptations of the probable passage prereading strategy to help multilingual learners build background and interact with grade-level narrative texts. Attendees leave with a ready-to-use template of a visually-supportive, high-engagement comprehension tool they can use for gauging students’ comprehension of grade-level texts.


  • Kia Johnson

Supporting Dual-Identified Learners with Disabilities Throughout Translanguaging

Date and Time: March 30, 2024, 8:00 – 9:40 a.m.

Students in U.S. schools have all too often been categorized into subgroups not accepted as part of general education. Should students be identified as ELs with a disability, they are further categorized, creating a deficit and separatist approach.  Translanguaging, through its flexibility in language practices, enables educators to adjust the language/literacy/cognitive load of dually identified students to meet and support their needs and strengths. This session will identify the benefits of using translanguaging in the classroom with students identified as needing both special education and English learner services.


  • Marybelle Marrero-Colón, Center for Applied Linguistics
  • Ashley Millet – Morris Jeff Community Schools

Supporting Dual-Identified Learners With Disabilities Through Translanguaging

Date: March 30, 2024


  • Marybelle Marrero-Colon


March 28
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