CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
2024-01-09
January 9–11 and January 16–18, 2024 (six two-hour sessions)
Foundations of CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
Learn SIOP methods for meeting the three pillars of dual language education: bilingualism and biliteracy, high academic achievement, and sociocultural competence!
CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages

Teaching Reading to Students Learning English: Direct Strategies
2024-02-14
February 14, 21, and 28, 2024
Learn effective strategies and activities to develop English learners’ literacy skills as they develop greater language proficiency.
Please join us at this three-day virtual Direct Strategies Institute based on CAL’s widely used What’s Different About Teaching Reading to Students Learning English? professional development program. The training will provide participants with an understanding of the methodology and strategies for teaching English learners how to decode and gain meaning from reading as they strengthen their language skills in English.
Teaching Reading to Students Learning English: Direct Strategies

Spanish Language and Literacy Institute (en español)
2024-03-11
March 11–14 and 18 & 19, 2024
Taller de lengua y lectoescritura en español | Spanish Language and Literacy Institute (¡en español!)
Cómo fomentar el desarrollo de la lectoescritura en español: Diferencias lingüísticas entre el español y el inglés y su impacto en la enseñanza del español | Fostering Spanish Language and Literacy Development
Aprenda estrategias efectivas basadas en investigaciones científicas para la enseñanza de la lengua y la lectoescritura en español en programas bilingües. | Learn research-based strategies to provide effective language and literacy instruction in K-8 classrooms where Spanish is the language of instruction.
This 15-hour institute provides research-based effective methodologies for teaching academic language and literacy in Spanish to students in K-8 in a wide variety of programs where Spanish is the language of instruction. An understanding of Spanish linguistic features frames classroom practices.
Spanish Language and Literacy Institute (en español)

Teaching Multilingual Learners with Generative AI: Affordances, Limitations, and Policy Implications
2024-03-12 16:00 - 16:30 UTC
TITLE: Teaching Multilingual Learners with Generative AI: Affordances, Limitations, and Policy Implications
DATE: March 12, 2024
TIME: 4:00–4:30 p.m. Eastern Standard Time
REGISTER HERE
DETAILS: This webinar explores how teachers can use generative artificial intelligence (GAI) to maximize access to content and agency in literacy learning for multilingual learners (MLs). Join CAL Board member Ester de Jong of the University of Colorado and CAL’s Director of PK-12 Language and Literacy, Kia Johnson, for an insightful conversation with Kevin Donley of Georgetown University. The speakers will discuss how AI tools, such as ChatGPT, can expand possibilities for teachers to practice linguistically responsive pedagogies. Listen for examples of how teachers can enhance existing scaffolds and accommodations, create new multilingual content, and facilitate multimodal and multilingual writing activities through student-generated text prompts, such as generating and requesting changes to images.
REGISTER HERE

CAL Staff Presentations at NABE
2024-03-15 08:00 - 17:00
Exemplary Dual Language Bilingual Education Programs: What does it take?
Presented by:

Igone Arteagoitia, CAL

This session reports on 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.
________
The How and Why of Dual Language Program Reviews: Making Your Program the Very Best
Presented by:

Lisa Tabaku, CAL
Igone Arteagoitia, CAL

This session uses the Guiding Principles for Dual Language Education to discuss the importance of conducting program reviews and provides guidance on how districts and schools can conduct reviews to enhance programs.

CAL Staff Presentations at AAAL 2024
2024-03-16
Less Commonly Taught Language Courses in U.S. Community Colleges: A National Review
Although community colleges are consistently more likely to serve historically-minoritized students (Nagano et al., 2017) and better reflect the diversity of their local communities when compared to other types of institutions of higher education (Cohen et al., 2013), little is known about the extent to which opportunities for language study in community colleges also reflect such diversity and more research is needed on the availability of less commonly taught language courses in these settings. This poster presents results from a comparative analysis of community college-level less commonly taught language courses in the United States (i.e., courses for modern languages other than English, French, Spanish, or German). The project addresses the following research questions: What types of less commonly taught languages are taught in U.S. community colleges, including endangered languages and Indigenous languages? What course levels and sequences are offered for less commonly taught languages at U.S. community colleges? To what extent are less commonly taught language courses offered in community colleges designated as minority-serving institutions? Researchers collected data through a web search of two-year public institutions of higher education in each of the 50 states and the District of Columbia (n = 1014) using information from the institutions’ websites. Data was collected on the type of less commonly taught languages offered and the course levels and number of semesters offered for each language. This poster will provide an overview of the current state of less commonly taught language courses being offered in community colleges nationwide, focusing on languages rarely taught in U.S. school systems and courses offered at institutions serving diverse populations. Presenters will discuss the implications of these findings and how they can be used to support advocacy for and greater enrollment in less commonly taught language courses at the community college level.
Presenters:

Jamie Morgan, CAL
Jillian Marie Seitz, Georgetown University
Francesca Di Silvio, CAL

Computer-Mediated Speaking Tests for Young Learners: Interactions Between Interface Design and Task Performance
While computer-mediated speaking assessments of young language learners allow for efficient large-scale test administration, test developers and researchers need to understand how the technology features of the computer delivery interface interact with test taker experiences and performances to ensure that the test design reflects the intended speaking construct.
In this roundtable session, we discuss the design of and preliminary results from a research study focused on how technology interface features affect the speaking performances of young language learners in a computer-based speaking test of academic English language proficiency. In particular, we examine how opportunities to expand on previous answers through different automated prompts and scaffolds support students in providing test performances that optimally reflect their speaking ability.
In the study, we will administer speaking tasks using different iterations of a speaking test interface to young English learners (ages 7-10) via a series of cognitive labs featuring student observations and interviews with the students and their educators. In the cognitive labs, students will respond to different tasks with various scaffolds and multimodal prompts for additional language. We will then analyze and code observation and interview data about student interactions with design features and task scores and analyze students’ spoken responses to the test tasks. This session will present the study’s design and discuss preliminary results from observations of and interviews with English learners (n = 20) and their educators and elicit discussion from attendees about the study’s implications.
We expect the study’s results to inform future technology updates to a large-scale test of English language proficiency for young learners. Additionally, they will contribute to a more systematic understanding of how test interface design impacts student speaking performances and the relationship between the test design and the speaking construct.
Presenters:

Fabiana MacMillan, WIDA, UW-Madison
Megan Montee, Georgetown University
Mark Chapman, WIDA, University of Wisconsin-Madison
David MacGregor, WIDA at the University of Wisconsin
Justin Kelly, CAL

Research on the Current Landscape of U.S. K-12 Heritage Language Education
Although over 20% of children in the United States are heritage language learners (HLLs) who speak a language other than English at home (Carreira, 2022), few K-12 heritage language (HL) programs currently exist (Potowski, 2021), and those that do may use materials and approaches designed for L2 learners (Kibler & Valdés, 2016), perhaps due to a lack of content standards, curriculum frameworks, and proficiency scales specifically designed for HLLs (Gironzetti & Belpoliti, 2021). In addition, most research on HL programs is conducted at the postsecondary level, with limited research on and resources for HL education at the K-12 level.
This paper presents findings from a 2022 study conducted for the Massachusetts Department of Elementary and Secondary Education investigating the following research questions:

What is the landscape of heritage language programming in the U.S.?
What, if any, U.S. heritage language program models, elements, and practices in schools, districts, and states are associated with positive student outcomes?
What are the existing Massachusetts heritage language practices and dispositions?

To address the first and second research questions, we conducted a literature review examining how HL definitions, frameworks and standards, and program models are commonly used in the U.S. We also analyzed and compared HL definitions, frameworks and standards, program models, resources, and teacher training programs across 50 states, DC, and Puerto Rico; 123 world language, dual language, and HL organizations; and 33 individual districts/programs. To address the third research question, we conducted virtual focus groups (n=14), interviews (n=10), and an online survey (n=142) with Massachusetts educators who have experience working with HLLs.
Presenters will share major findings, including challenges and needs for resources identified by educators working with HLLs in K-12 schools, and discuss considerations for developing additional resources and training materials to further support HLLs in U.S. school systems.
Presenters:

Leslie Fink, CAL
Francesca Di Silvio, CAL
Jamie Morgan, CAL

Rubric Development for Assessing Pragmatic Competence: Lessons Learned from the Professional Performance Assessment
Constructing valid and reliable rubrics is a challenge in designing pragmatic competency assessments. Pragmatic competence is a difficult construct to operationalize (Laughlin et al., 2015), and ratings are prone to subjectivity and rater bias (Kasper & Rose, 2002; Lee, 2009; Taguchi, 2015). The Professional Performance Assessment, a locally designed assessment for specific purposes, has successfully measured students’ workplace pragmatic competence in English using a task-specific, checklist-style rubric based on Lukacsi’s (2020) methodology. This paper presents the development of the rubric and accompanying training, the reliability of resulting scores, and this assessment’s impact on stakeholders.
Several steps contributed to the success of the rubric and training development process. Scoring descriptors were based on pilot testing and divided into task completion and pragmatic competence categories. The checklist was adapted to be task-specific, as the three assessment tasks differ in both pragmatic language use and demonstrated workplace skills. Scoring anchors and justifications were developed for each task, and raters reviewed these and completed practice items before each scoring session. All student responses were double-scored. Discrepancies of 2+ points between total scores were adjudicated among raters against detailed notes.
This approach has successfully differentiated between student performances and shown high levels of rater agreement, with up to 96.1% exact and adjacent agreement on scores across tasks. However, agreement at the descriptor level was low, and scorers have noted a tension between the analytic rubric and the holistic nature of the pragmatic construct. This paper discusses newly adopted training considerations designed to address these concerns.
The success of this rubric and training shows that checklist-style task-specific rubrics and a robust training program can help assess pragmatic competence successfully. The study has implications for other assessments of pragmatic competence and highlights the usefulness of scoring methods that are highly tailored to context and task.
Presenters:

Katherine Moran, CAL
Mathilda Reckford, CAL
Leslie Fink, CAL

CAL Staff Presentations at COABE
2024-03-19
Transitioning Toward Excellence: Advancing Adult English Language Learning Through BEST Assessments
Presenters:

Anna Zilberberg
Elyssa Sun

CAL Staff Presentations at National Science Teachers Association (NSTA)
2024-03-20
From Focus Groups to Classroom Practices: Building Multilingual Multimodal Formative Assessment Activities with Educator-Researchers and Multilingual Students
Date: March 20-23, 2024
Learn findings from multilingual student/family focus groups designed to show how MLs demonstrate what they know in science and what is shared about science instruction/assessment with families.
Presenters:

Dr Keira Ballantyne, Center for Applied Linguistics
Brittany York, Center for Applied Linguistics

CAL Staff Presentations at TESOL International Convention & Expo
2024-03-21
Understanding Multilingual Student and Family Perspectives on Science Instruction
Learn the findings from multilingual student and family focus groups designed to demonstrate how multilingual students showcase their knowledge in science, and what information is shared with families about science instruction and assessment. The main goals of this work are to enhance and broaden family engagement, as well as to promote the use of multilingual and multimodal formative assessment practices in science among teachers and students.
Presenters:

Dr. Amy Burden, Center for Applied Linguistics
Ivanna Mann Thrower Anderson, North Carolina Department of Public Instruction

Visible Thinking Routines for Multilingual Learners in STEM
Visible thinking routines engage students in authentic learning. Explore how thinking moves motivate multilingual learners to engage in science and engineering practices and make sense of ideas they need to explain, such as how or why a phenomenon occurs. Gather new ideas that integrate communication modes in STEM.
Presenters:

Maria Cieslak
Kia Johnson

Advocating for High-Quality Educational Programs to Support English Learners
This presentation, focused on Title III-funded programs, discusses how educators can advocate for equitable practices that impact ELs in U.S. schools. By the end of the presentation, participants can implement proactive measures and activities to advocate for inclusive environments that support ELs and their families.
Presenter:

Kia Johnson

Increasing and Sustaining Teacher Efficacy using Job-Embedded Coaching Approaches
Linguistically and culturally diverse learner populations are growing exponentially, yet educator preparedness in culturally responsive, research-based instructional best practices is lacking in most states. This workshop engages participants in interactive sharing in conjunction with frameworks to increase educator efficacy and effectiveness through ongoing job-embedded coaching and training.
Presenter:

Marybelle Marrero-Colón, Center for Applied Linguistics
Kelly Miller – Butler County Education Service Center

The Powerful ‘Probable Passage’: A Pre-Reading Strategy for Multilingual Learners
Attendees will 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. They will leave with a ready-to-use template of a visually supportive, high-engagement comprehension tool they can use to gauge students’ comprehension of grade-level texts.
Presenter:

Kia Johnson

Digital Language and Literacy Learning Menus for Multilingual Learners
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 with language and literacy goals. Walk away with instructional design tips, templates, and lesson ideas such as Language Domain Choice Boards.
Presenter:

Kate Moran

Understanding the Rigor in the National Reporting System Levels
Presenters:

Elyssa Sun
Anna Zilberberg

CAL Staff Presentations at NABE
2024-03-28
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.
Presenter:

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.
Presenter:

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.
Presenter:

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.
Presenter:

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.
Presenters:

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
Presenter:

Marybelle Marrero-Colon

English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies
2024-04-02
April 2, 9, 16, and 23, 2024
Learn to distinguish between typical second language development and the needs of students who may demonstrate academic difficulties or possible disabilities and develop a proactive plan for effective classroom interventions to promote student success.
English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies

CAL Staff Presentations at AERA
2024-04-11
Constructing a formative assessment with multilingual student and family users: An innovative focus group protocol
Conference Dates: April 11–14, 2024
Presenters:

Dr. Keira Ballantyne, Center for Applied Linguistics
Ivanna Mann Thrower Anderson, North Carolina Department of Public Instruction
Dr. Amy Burden, Center for Applied Linguistics
Brittany York, Center for Applied Linguistics

We will report on the results of a focus group study intended to inform the design of the Multilingual Multimodal Science Inventory (M2-Si) assessment for students in grades 3-5 science. The purpose of the classroom assessment is to ensure that educators learn what students know and can do in science, without limiting teachers’ understanding to what students know and can do in science in English.

CAL Staff Presentations at 2024 National Council on Measurement in Education (NCME) Annual Meeting
2024-04-11
Integrating MST Simulation Factors into Automated Test Assembly
Presenters:

Yu Lan Su, Center for Applied Linguistics
Hong Chen, University of Iowa

Enhancing Test Security: Utilizing Parallel MST Pools for Effective MST Panel Assembly
Presenters:

Yu Lan Su, Center for Applied Linguistics
Hong Chen, University of Iowa

Evaluation of Vertical Scaling for the Alternate English Language Proficiency Assessment
Presenters:

Yage Leah Guo
Shu Jing Yen

CAL Staff Presentations at Language Assessment Research Conference
2024-04-11
Exploring the relationship between oral proficiency test scores and external language proficiency measures (Poster)
Presenters:

Yage Leah Guo
Elyssa Wen Sun
Reshmi Kumpakha
Leslie Fink
Rachel Myers

Integrating Increased Rigor in Effective Adult ESL Speaking Assessment Task Design
Presenters:

Elyssa Wen Sun
Kristine Nugent

Design of an Oral Proficiency Assessment
Presenters:

Yage Leah Guo
Francesca DiSilvio
Elyssa Wen Sun
Rachel Myers

Language and Literacy Instruction for Spanish/English Emergent Bilingual Learners
2024-04-22
April 22–25 and 29 & 30, 2024
Language and Literacy Instruction for Spanish/English Emergent Bilingual Learners: Linguistic Differences between Spanish and English and Their Impact on Language and Literacy Instruction
Language and Literacy Instruction for Spanish/English Emergent Bilingual Learners

Newcomers in Your School: Cultural Connections and Instructional Strategies
2024-05-01
May 1, 8 and 15, 2024
Learn effective strategies and activities to increase your newcomer students’ inclusion and learning in the classroom.
Newcomers in Your School: Cultural Connections and Instructional Strategies

CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
2024-05-13
Monday–Thursday, May 13–16, and Monday & Tuesday, May 20 & 21, 2024 (six two-hour sessions)
Foundations of CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
Learn SIOP methods for meeting the three pillars of dual language education: bilingualism and biliteracy, high academic achievement, and sociocultural competence!
CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages

Technology Integration: Language Education for Immigrant Adults
2024-05-14 16:00 - 16:30
TITLE: Teaching Integration: Language Education for Immigrant Adults
DATE: May 14, 2024
TIME: 4:00–4:30 p.m. Eastern Standard Time
REGISTER HERE
DETAILS: This webinar will explore the impact of digital environments on adult immigrants’ language learning and the challenges faced by multilingual individuals in these settings. Jen Vanek, Director of Digital Learning and Research at World Education, Inc., will discuss research findings on improving language instruction and digital literacy through technology. Marguerite Lukes, CAL Board member and Director of Research and Innovation at Internationals Network, and Mathilda Reckford, CAL Adult Language and Communication Specialist, will participate in the conversation to examine policy and practice implications for enhancing language education and digital skill development. The webinar will cover technologically mediated learning in multilingual contexts and offer insights on digital inclusion, technology recommendations, support and training for teachers, and the role artificial intelligence could play in multilingual education for adult immigrants.
REGISTER HERE

Biliteracy Institute (¡en español!)
2024-06-03
June 3 & 4, and June 6, 2024
Taller de lengua y lectoescritura en español.
Cómo fomentar el desarrollo de la lectoescritura en español: Diferencias lingüísticas entre el español y el inglés y su impacto en la enseñanza del español.
Participants will learn research-based strategies for effective literacy instruction in programs where content is delivered in Spanish and English, such as dual language bilingual and transitional bilingual education programs.
Biliteracy Institute (¡en español!)

English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies
2024-07-11
July 11, 18, 25, and August 1, 2024
Learn to distinguish between typical second language development and the needs of students who may demonstrate academic difficulties or possible disabilities and develop a proactive plan for effective classroom interventions to promote student success.
English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies

Leading Dual Language Programs for Student Success
2024-08-06
August 6–8, 2024, 11:00 a.m. – 5:00 p.m. Eastern Time, with a one-hour break each day
Learn how to enhance or develop your dual language program based on the seven research-based strands of effective dual language education in the Guiding Principles. Sign on with your leadership team and work collaboratively to make your dual language program the best it can be!
Leading Dual Language Programs for Student Success

Newcomers in Your School: Cultural Connections and Instructional Strategies
2024-08-14
August 14, 21 and 28, 2024
Learn effective strategies and activities to increase your newcomer students’ inclusion and learning in the classroom.
Newcomers in Your School: Cultural Connections and Instructional Strategies

CAL SIOP Overview
2024-09-09 08:00 - 17:00
September 9, 16, 23, and 30, 2024
Improve your understanding and application of the Sheltered Instruction Observation Protocol (SIOP) Model to support classroom instruction for multilingual learners in your school or district. Join us for an engaging online version of our CAL SIOP Overview.
CAL SIOP Overview

CAL SIOP Training of Trainers: Foundations
2024-10-02
October 2, 9, 23, and 30, 2024

Enhance your knowledge of the Sheltered Instruction Observation Protocol (SIOP) Model to support the delivery of effective professional development workshops at your school or district. Please join us for this engaging online version of our CAL SIOP TOT.
LEARN MORE

11th Annual Community-Based Heritage Language Schools Conference
2024-10-04 - 2024-10-05
October 4-5, 2024
REGISTER HERE
The Coalition of Community-Based Heritage Language Schools is excited to invite you to its 11th annual conference! This conference brings together everyone interested in learning about and collaborating with community-based HL schools. Participants typically include directors and administrators of community-based HL schools, teachers, members of the language communities, representatives of public schools, researchers in the field of HL education, and leaders of national language organizations.
This event will be hybrid, held on-site at American University in Washington, DC, and online on October 4-5, 2024. Please explore the conference website, learn about the plenary speakers, review the program, and register here! Feel free to share the conference’s Facebook and LinkedIn events widely and invite your colleagues. If you want to receive announcements about future events and meetings from the Coalition, sign up for the Coalition’s newsletter.
Plenary speakers:
· Ken Cruickshank, Professor of Education, University of Sydney, Australia
Community and Heritage Language Schools Transforming Education: Research, Challenges, Teaching Practices, and Next Steps
· Richard Brecht, Co-Director, American Councils Research Center; Co-Founder & Chief Language Officer, Jeenie Augmented Interpretation
Expanding Heritage Language Education in the U.S.: Historic Immigration & Renewed Opportunities
Workshops For Teachers
· Engaging Teenagers in Community-Based Schools
· Using AI Technology in Community-Based Heritage Language Schools
· Transformative Pedagogy for HLs: From Cross-Curricular Projects to Social Action
Workshops For Administrators
· Helping Parents to Engage More with Their Children in the Language
· A Checklist for Program Establishment and Evaluation
· Revitalizing and Strengthening HL Education by Cultivating Teacher Agency
Panels and Networking Sessions
· Collaborations Between Community-Based and Public Schools
· Working with the State Department of Education
· What Community-Based Schools Are Doing
REGISTER HERE

Spanish-English Biliteracy Instruction: Foundations
2024-10-28
October 28–30 and November 1, 4 and 5, 2024
Enhance your knowledge of linguistic differences between Spanish and English and their impact on language and literacy instruction for emergent multilingual learners!
Participants will learn research-based strategies for effective language and literacy instruction in programs where content is delivered in Spanish and English, such as dual language and transitional bilingual education programs.
LEARN MORE

English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies
2024-11-04
November 4, 11, 18, and 25, 2024
Learn to distinguish between typical second language development and the needs of students who may demonstrate academic difficulties or possible disabilities and develop a proactive plan for effective classroom interventions to promote student success.
LEARN MORE

CAL's Activities at La Cosecha
2024-11-12
Pre-Conference Institute
Focusing on Similarities and Differences Between Spanish and English to Promote Students’ Metalinguistic Awareness
Facilitator: Igone Arteagoitia, Center for Applied Linguistics, Dual Language and Multilingual Education
Date: November 13, 2024
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.
Learn more here: Pre-Conference Institutes | La Cosecha Conference
Sponsor Session
Facilitator: Igone Arteagoitia, Center for Applied Linguistics, Dual Language and Multilingual Education
Date: November 14, 2024
Making your Program the Best it Can Be Santa Fe Community Convention Center – Coronado/DeVargas Igone Arteagoitia I Research Scientist, Center for Applied Linguistics The Center for Applied Linguistics (CAL) receives many requests to provide professional development (PD) to district and school leadership and teachers to enhance their DL programs; but how do requestors know what kind of PD will serve their DL staff best and whether PD without attention to other program factors will achieve change? Learn how CAL conducts evaluations framed by equity, using the Guiding Principles for Dual Language Education (Howard et al., 2018) as the theoretical framework and the third pillar of Sociocultural Competence as the compass. Framed by equity, this session from the Center for Applied Linguistics will share why it is important and how districts and schools can conduct program reviews that will lead to program enhancement.
DLE Program Development and Design—PreK 20 Implementation
Teachers, Administrators, Parents • K – 12 • English
Learn more here: 36598b_422de972f7884ed988e32ee0adcb5446.pdf

CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
2024-12-02
December 2–5 and 9–10, 2024
Learn SIOP methods for meeting the three pillars of dual language education: bilingualism and biliteracy, high academic achievement, and sociocultural competence!
LEARN MORE

Newcomers in Your School: Cultural Connections and Instructional Strategies
2024-12-03
December 3, 10, and 17, 2024
Learn effective strategies and activities to increase your newcomer students’ inclusion and learning in the classroom.
Please join CAL for this engaging and interactive three-day virtual institute providing practical resources for building a welcoming environment, both socially and instructionally, for all students.
LEARN MORE
