Center for Applied Linguistics

AERA 2025 Annual Meeting Presentation—Teachers’ Development of Critical Consciousness around Multilingual Families
2025-04-25
Teachers’ Development of Critical Consciousness Around Multilingual Families
Date & Time: April 25, 2025 | 9:50–11:20 0.m MT
Location: The Colorado Convention Center, Floor: Meeting Room Level, Room 711
Presenter(s): Sarah Howard
Description:
Fundamental to teachers’ culturally relevant instructional practices is their knowledge of students and families (Gay, 2010; Ladson-Billings, 2014), but teachers typically receive little preparation in how to meaningfully engage with multilingual families and communities (Green, 2018; Jones, 2020). Aligned with recent calls to learn from and build on multilingual families’ dynamic literacy practices (Paulick et al., 2020), this case study explores the experiences of in-service dual-language teachers participating in a professional learning initiative designed to build their critical consciousness around family literacy. We address the question: How did participating teachers develop critical consciousness around multilingual families’ literacy practices through participation in this program? This intrinsic case study (Stake, 2006) focuses on a cohort of dual-language teachers (N = 4) from Applegate School District (pseudonym) who participated in an online university ESOL and Dual Language endorsement program that included coursework as well as a teacher-designed and district-specific family literacy project. This district was selected because of its long-standing dual-language programming. Data include two teacher focus groups (at the program’s beginning and end), an interview with their district facilitator, and teachers’ online course discussions and submissions. Researchers read data for inductive themes around family literacy, which they aligned with the critical consciousness principles for dual-language teachers (Dorner et al., 2022). To capture change over time for individual teachers and the district cohort, data were also coded to capture stages of development, as articulated in Harro’s (2000) cycle for liberation, which outlines intrapersonal, interpersonal, and systemic changes educators experience as they develop critical perspectives. Initial analyses suggest that dual-language teachers engaged in critical intrapersonal and interpersonal development through course discussions that asked them to historicize their own and their students’ family language practices, conversations that were marked by a strong sense of solidarity among teachers and with the multilingual families they served. Although some teachers could already embrace discomfort and listen critically, all showed evidence of further developing these skills through assignments and activities that asked them to engage directly with multilingual families to better understand their literacy practices. Finally, many dual-language teachers planned future systemic changes to help their schools affirm multilingual families’ identities, interrogate power by calling out inequitable circumstances, and center the translingual practices of families and communities. However, multiple teachers were ambivalent about the teacher-designed and district-specific family literacy project, which was created to support systemic change, suggesting the challenges involved in developing critical consciousness in ways that support systemic changes to better serve multilingual families. From a theoretical perspective, this analysis demonstrates the promise of applying critical consciousness and cycle for liberation frameworks to multilingual family literacy together to better understand the development of critical consciousness over time. This study also highlights successful areas for university endorsement programs aiming to develop critical consciousness for dual-language teachers around multilingual family literacy through intrapersonal self-reflection, engagement with peers, and direct experience with multilingual families. At the same time, it underscores variation in teachers’ uptake of these ideas, particularly when participating in systemic change.

AERA 2025 Annual Meeting Presentation—Developing a Classroom Assessment System in Science: Centering Educators' and Multilingual Students' Voices
2025-04-25
Developing a Classroom Assessment System in Science: Centering Educators’ and Multilingual Students’ Voices
Date & Time: April 25, 2025 | 1:30 – 3:00 p.m MT
Location: The Colorado Convention Center, Floor: Meeting Room Level, Room 403
Presenter(s): Keira Ballantyne, Brittany York, Amy Burden, Ivanna Anderson
Description:
The Multilingual Multimodal Science Inventory (M2-Si) is a classroom assessment designed to showcase what students know and can do in science, not merely what students know and can do in science in English. This study focuses on the development and pilot testing of M2-Si classroom activities, evaluating the implementation of activities in classroom contexts in collaboration with students and educator-researchers (ERs).
Theoretical perspectives encompass assessment, multilingualism, and science education.
Assessment is a sociocultural practice rooted in cultural, social, and educational contexts (Shohamy, 1998; Chalhoub-Deville and Tarone, 1996). Experts suggest traditional content area assessments may not meet multilingual learners’ (MLs) needs (ELL Working Policy Group, 2011, 2015; Robinson-Cimpian et al., 2016; Menken, 2008).
Multilingualism is an asset that students bring to their learning. Students thrive when their full cultural and linguistic identities are welcomed into the classroom (Alim & Paris, 2017; Arias, 2022; Bucholtz, 1999; Esteban-Guitart & Moll, 2014; Gay, 2010; Moll et al., 1992; Rymes & Pash, 2004; Wortham, 2006). Learners understand, generate, and communicate about content using their full linguistic repertoires, including translanguaging practices (García, 2009; García, Johnson, & Seltzer, 2016; Schissel et al., 2018).
While research shows that diverse teams produce more impactful science (Powell, 2018), ML students continue to be underrepresented in science and engineering (NASEM, 2018). We ground our approach in local contexts. Assessment activities are aligned with relevant science standards and reviewed using a modified NGSS science task screener tool.
Our study proceeds in two methodological phases. First, 15 grade 3–5 ERs attended a science education conference and activity development workshop, including PD around science, assessment, and multilingualism and multiliteracies. The research team developed 2 example activities, and ERs developed 14 draft assessment activities.
Next, 11 ERs pilot-tested these 16 activities, for a total of 54 implementations. Data include a total of 16 videos, 30 observational notes, 54 ER reflections, 29 student interviews, and notes from 8 PLC meetings. Student participants (n = 279) include 62 current and 33 former MLs and 16 other multilingual students.
Preliminary results suggest that educators can implement the activities with modifications and that activities are engaging for ERs and students. “Suddenly my students who don’t speak any English were engaged, making connections to their life of what they had seen in their home country, and sharing their thoughts and experiences excitedly with the class.” There is evidence of students using multiple linguistic and multimodal resources, and some evidence that educators can use results to adjust instruction. “This activity opened my eyes to other ways to assess student understanding of concepts other than just formal assessments on paper.”
Beyond the significance of these results to the project at hand, we wish to highlight the significance of this methodological approach to constructing a statewide assessment. Our assessment centers validity for multilingual learners, welcoming students to bring their full linguistic and multimodal communicative repertoires into play. We include the voices of educators as critical designers and researchers in the work and incorporate feedback from student voices as a key design element.

AERA 2025 Annual Meeting Presentation—Design Principles for Opportunity and Thriving: Centering Multilingual Learners in Formative Assessment
2025-04-26
Design Principles for Opportunity and Thriving: Centering Multilingual Learners in Formative Assessment
Date & Time: April 26, 2025 | 11:40 a.m. – 1:25 p.m MT
Location: The Colorado Convention Center, Floor: Meeting Room Level, Room 403
Presenter(s): Amy Burden, Ivanna Anderson, Keira Ballantyne, Brittany York
Description:
We present the process for selecting design principles that undergird a four-year classroom-based multilingual, multimodal assessment e-portfolio system created for North Carolina public schools. In addition to describing the modes of inquiry grounded in systems theory, we present each principle and its significance within the communities impacted by the work. We provide the steps the team undertook to work across diverse communities and organizations to remedy and repair traditional deficit assessment models. These design principles and the assessment system being developed from them center on multilingual students, their families, and their science educators but will benefit all learners in this context. Attendees will receive this set of principles, which can serve as a blueprint for designing effective assessments.

MEDLI 2025
2025-07-01
Guiding Principles for Dual Language Education: Biliteracy through Authenticity
Date & Time: July 1, 2025 | 10:40 a.m. – 12:15 p.m. PST
Location: Lotus A
Presenter(s):

Analleli Hernandez

Description:
How can the Guiding Principles of Dual Language Education inform classroom instruction? Biliteracy for today and the future depends on our ability to embrace the authentic practices and lived experiences of students. This session will connect linguistic spaces and cultural resources of bi/multilinguals with research-based principles and instructional strategies that advance the core goals of dual language education. Leave with concrete examples to create learning environments where students’ dynamic identities thrive.

CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
2025-07-08
July 8–10, 2025
Learn SIOP methods for meeting the three pillars of dual language education: bilingualism and biliteracy, high academic achievement, and sociocultural competence!
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CAL SIOP for Trainers: Intermediate Institute
2025-07-14
July 14-17, 2025
Take your expertise in the SIOP Model to the next level and build the skills needed to lead high-quality professional development sessions in your school or district. Designed for educators with prior SIOP experience who are ready to grow as trainers and facilitators, join us for a collaborative learning experience that will deepen your understanding and expand your impact.
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CAL SIOP for Instructional Coaches: Advanced Institute
2025-07-21
July 21-24, 2025
Deepen your expertise in supporting teachers with implementation of the SIOP Model through job-embedded coaching and professional learning. Designed specifically for instructional coaches who want to strengthen their ability to provide sustained, site-based support, join us for this interactive online offering.
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Spanish-English Biliteracy Instruction (¡en español!): Advanced
2025-08-06
August 6–7, 2025
Pon tus conocimientos sobre las similitudes y diferencias entre el español y el inglés en práctica para crear actividades diseñadas para fomentar el desarrollo de la conciencia metalingüística
This new institute is designed to help participants deepen their knowledge about similarities and differences between Spanish and English and enhance their biliteracy instruction and coaching in programs where content is delivered in Spanish and English, such as dual language and transitional bilingual education programs.
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CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
2025-09-22
September 22–25 and 29–30, 2025
Learn SIOP methods for meeting the three pillars of dual language education: bilingualism and biliteracy, high academic achievement, and sociocultural competence!
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WIDA Conference 2025 Presentation - The New WIDA ACCESS Writing Scoring Rubric for Grades 1-12
2025-10-28
The New WIDA ACCESS Writing Scoring Rubric for Grades 1-12
Date & Time: October 28, 2025 | 1:15 p.m. PT
Presenter(s):

Tanya Bitterman

Description:
Do you want a better understanding of how the WIDA ACCESS Writing test is scored? Come to this workshop to hear about the new WIDA Writing Scoring Rubric for grades 1-12, which was developed to align with the 2020 Standards Framework and will be used for ACCESS scoring this year. In this session you will learn about how student responses and educator input were involved in creating the new rubric and get a chance to try scoring with the new rubric yourself.

WIDA Conference 2025 Presentation: “A Peek Behind the New Kindergarten ACCESS"
2025-10-29
“A Peek Behind the New Kindergarten ACCESS”
Event: WIDA Conference 2025
Date: Wednesday, October 29, 2025
Location: Room B
Time: 2:45 p.m.
Session Format: Workshop
Presenters:

Regina DiBella (CAL)
Christy Shepherd (CAL)
Beth DeVito (WIDA)
Marcy Olson (WIDA)

Description:
Curious about the new WIDA ACCESS for Kindergarten (K ACCESS) test? Join this session to preview what’s changed and learn some tips on administering the redesigned assessment. We’ll use the new rubrics to practice scoring actual student speaking and writing responses. You’ll leave with a better understanding of the updated Kindergarten ACCESS and how to prepare for administering the test.

Carolina TESOL Conference 2025 - Multilingual Multimodal Activities, Amplifying Voices
2025-11-06
“Multilingual Multimodal Activities, Aplifying Voices”
Event: Carolina TESOL 2025
Date: Thursday, November 6, 2025
Session Format: Presentation
Presenter:

Amy Simpson-Burden

Join us to explore multilingual, multimodal activity creation, amplifying student voices and stories. This interactive session shares building blocks for these assessments, developed with NC educators and piloted in NC classrooms, empowering elementary teachers to create engaging, culturally appropriate learning experiences.

NCSTA 2025 Conference Presentation: Let's See What Multilingual Kids Can Really Do: Making Science Assessment Serve Your Students Needs.
2025-11-07
“Let’s See What Multilingual Kids Can Really Do: Making Science Assessment Serve Your Students Needs”
Event: North Carolina Science Teachers Association (NCSTA) Conference
Location: Winston 3A
Date: Friday, November 7, 2025
Time: 2:40 p.m.
Session Format: Presentation
Presenters:

Silvia McDonald, NCDPI, ML/Title III Consultant, M2-Si Principal Investigator
Keira Ballantyne, CAL, VP of Programs and Development, Co-Principal Investigator
Amy Burden, CAL, M2-Si Test Development Manager
Brittany York, CAL, M2-Si Senior Research Assistant

Description:
M2-Si–a collaborative project between NCDPI and the Center for Applied Linguistics–brings interactive science activities to multilingual students and their families. These activities meet students where they are while assessing content aligned to the 2023 NC Science Standard Course of Study and proficiency statements. We invite you for a first look at our innovative e-portfolio infused with multilingual and multimodal supports that will be available statewide! You’ll leave with classroom-ready resources and best practices for implementation.

La Cosecha Conference 2025- Leveraging Students’ Whole Linguistic Repertoires to Enhance their Bilingualism and Biliteracy Development
2025-11-12
“Leveraging students’ Whole Linguistic Repertoires to Enhance their Bilingualism and Biliteracy Development”
Event: La Cosecha 2025
Date: Wednesday, November 12, 2025, 8:00 am – 3:00 pm
Session Format: Pre-Conference Institute
Presenter(s):

Igone Arteagoitia (CAL)

Description:
This session will provide participants working in Spanish-English dual language programs with the opportunity to enhance their pedagogical language knowledge by examining similarities and differences between Spanish and English as they relate to:

Pragmatics (language use at the discourse level)
Syntax (sentence structure)
Morphology and the lexicon (word parts and vocabulary)
Phonology and orthography (sound-letter correspondences)

At the end of the session, participants will be able to: 1) identify systems and structures of Spanish and English; and 2) 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 will be embedded throughout the session.
REGISTER

La Cosecha Conference 2025 Presentation - Lessons Learned from CAL Dual Language Bilingual Education Program Reviews
2025-11-13
“Lessons Learned from CAL Dual Language Education Program Reviews”
Event: La Cosecha 2025
Date: Thursday, November 13, 2025, 9:10 – 10:00 am
Session Format: Presentation
Presenter(s):

Igone Arteagoitia (CAL)

Description:
CAL conducts reviews of dual language bilingual education (DLBE) programs 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. This session will report on key themes related to commonalities found across programs reflecting each of the seven strands outlined in the Guiding Principles. Participants will learn of practices that are common across programs, including those that lead to effectively educating students to meet the three pillars of DLBE and recommendations for improvement.

La Cosecha 2025 Conference Presentation: Guiding Principles for Dual Language Education: Updating for Authenticity and Innovation
2025-11-13
“Guiding Principles for Dual Language Education: Updating for Authenticity and Innovation”
Event: La Cosecha 2025
Date: Thursday, November 13, 2025, 10:50 – 12:10 pm Location: Nambe/Navajo Room
Session Format: Presentation
Presenter(s):

Analleli Hernández (CAL)
Diep Nguyen (CAL)
Ester de Jong (University of Colorado Boulder)

Calling all dual language education stakeholders! It’s been over seven years since Guiding Principles for Dual Language Education (GPDLE), edition 3 was published and it’s time for an update to this important, widely used resource. Join the Center for Applied Linguistics for a session to help shape the future of the next edition! This initial feedback-focused session will invite participants to share their experience using GPDLE to implement quality dual language bilingual education (DLBE) programming and reflect on what needs to be updated and included for the next generation of DLBE programs.

VATESOL 2025 Conference Presentation - "Bless Your Heart" Leadership Strategies in Virginia's Low-Incidences EL
2025-11-13
“Bless Your Heart” Leadership Strategies in Virginia’s Low-Incidences EL Programs”
Event: VATESOL 2025
Date: Thursday, November 13, 2025
Session Format: Presentation
Presenter:

Kia Johnson

This session presents findings from a qualitative study exploring how EL program leaders in Virginia’s low-incidence districts navigate language program implementation amidst limited resources, shifting demographics, and compliance pressures. Drawing from interviews and EL program handbook analysis, the session introduces the Bless Your Heart (BYH) Leadership framework, a contextually responsive model grounded in distributive justice and adaptive leadership theory.

Multilingual Illinois 2025 Statewide Conference Presentation: Guiding Principles for Dual Language Education: Updating for Authenticity and Innovation
2025-12-04 08:00 - 17:00 UTC
“Guiding Principles for Dual Language Education: Updating for Authenticity and Innovation”
Event: Multilingual Illinois 2025 Statewide Conference
Location: South Pavilion 1
Date: December 9, 2025
Session Format: Presentation
Presenters:

Analleli Hernández (Center for Applied Linguistics)

Description:
Calling all dual language education stakeholders! It’s been over seven years since Guiding Principles for Dual Language Education (GPDLE), edition 3 was published and it’s time for an update to this important, widely used resource. Join the Center for Applied Linguistics for a session to help shape the future of the next edition! This feedback-focused session will invite participants to share their experience using GPDLE to implement quality dual language bilingual education (DLBE) programming and reflect on what needs to be updated and included for the next generation of DLBE programs.

National Committee for Effective Literacy (NCEL) Virtual Summit Presentation: Creating Long-Term, Job-Embedded Professional Development – An Effective Approach
2026-01-21 08:00 - 17:00
Event: National Committee for Effective Literacy (NCEL) Virtual Summit
Location: Zoom
Date & Time: January 21, 2026
Session Format: Presentation
Presenter(s): Marybelle Marrero-Colón (Center for Applied Linguistics)
Description:
This 50-minute discussion looks at the important attributes of effective professional development. Some of the aspects explored include ongoing practices and topics, collaborative job-embedded approaches amongst educators both at the school and district level, the inclusion of multiple stakeholders (Vega, Howell, Kaminski & Bates, 2024), focus on evidence-based approaches, coaching, research, and identified components to effect teacher and instructional changes (Ankeny, Marichal, & Coady (2019), and personal/professional reflection. The presentation will look at the key components of applicable professional development and offer suggestions on how to begin implementing an effective process (Weiss& Zweirs, 2019) through fun, job-embedded, ongoing practices.

National Committee for Effective Literacy (NCEL) Virtual Summit Presentation: Legislating Literacy: Where are Multilingual Learners?
2026-01-21 08:00 - 17:00
Event: National Committee for Effective Literacy (NCEL) Virtual Summit
Location: Zoom
Date & Time: January 21, 2026
Session Format: Presentation
Presenter(s): Sarah Howard, Diep Nguyen, Keira Ballantyne
Description:
With most states mandating Science of Reading instruction in legislation, previous investigations have looked at the different requirements of legislative mandates. However, there has not been a thorough review of the consideration of Multilingual Learners in this policy. We explore the various ways in which Multilingual Learners are present in Science of Reading legislation via a state-by-state comparative analysis and present our summarized findings for ongoing conversations toward purposeful consideration of linguistic and cultural diversity within literacy instruction.

National Committee for Effective Literacy (NCEL) Virtual Summit Presentation: From Words to Worlds: Multilingual Story Boxes
2026-01-21 09:25
Event: National Committee for Effective Literacy (NCEL) Virtual Summit
Location: Zoom
Date & Time: January 21, 2026 | 9:25 AM – 10:15 AM
Session Format: Presentation
Presenter(s): Maria Cieslak (Center for Applied Linguistics)
Description:
This session reimagines multilingual story boxes for elementary and secondary classrooms. Participants will explore how story boxes can serve as platforms for inquiry, identity exploration, and literacy development across disciplines. Using five guiding principles – dialogic pedagogy, multimodal and multilingual response, translanguaging, multilingual text creation, and family and community engagement – teachers will learn how to design story box projects that connect students’ linguistic repertoires to curricular goals. Through reflection and collaborative planning, educators will discover how storytelling can transform content learning into culturally sustaining literacy practice.

National Committee for Effective Literacy (NCEL) Virtual Summit: Creating Effective Professional Development Practices - The Road to Capacity Building
2026-01-21 10:20 - 10:50
Event: National Committee for Effective Literacy (NCEL) Virtual Summit
Location: Zoom
Date & Time: January 21, 2026 | 10:20 AM – 10:50 AM
Session Format: Presentation
Presenter(s): Marybelle Marrero-Colón (Center for Applied Linguistics)
Description:
Effective PD enables educators to build capacity and expand upon the knowledge and skills they need to address students’ learning challenges (Zepeda, 2019). In utilizing a long-term, job-embedded approach, teachers are provided opportunities for a greater intensity of study and implementation, access to more follow-up support as they apply their learning, and, as a result, a greater likelihood of success in classroom implementation (Coldwell, 2017). This 30-minute presentation seeks to provide a model for capacity-building PD that highlights the use of guided lesson design, lesson study, and developing a training format for lead teachers and coaches. Three fun activities are included to help participants visualize the implementation process.

NABE Conference 2026 Presentation: Guiding Principles for Dual Language Education: Updating for Authenticity and Innovation
2026-02-11 15:50
Event: NABE Conference 2026
Location: Room E253A
Date & Time: February 11, 2026 | 3:50 PM
Session Format: Presentation
Presenter(s):
Diep Nguyen (Center for Applied Linguistics)
Analleli Hernández (Center for Applied Linguistics)
Description:
Calling all dual language education stakeholders! It’s been over seven years since Guiding Principles for Dual Language Education (GPDLE), edition 3 was published and it’s time for an update to this important, widely used resource. Join the Center for Applied Linguistics for a session to help shape the future of the next edition! This feedback-focused session will invite participants to share their experience using GPDLE to implement quality dual language bilingual education (DLBE) programming and reflect on what needs to be updated and included for the next generation of DLBE programs.

NABE 2026 Conference Presentation: Leveraging Translanguaging with CAL SIOP for Dual Language Education
2026-02-12 15:20
Event: NABE Conference 2026
Location: Room E261
Date & Time: February 12, 2026 | 3:20 PM
Session Format: Presentation
Presenter(s):
Analleli Hernández (Center for Applied Linguistics)
Kia Johnson (Center for Applied Linguistics)
Description:
Translanguaging pedagogy prompts educators to amplify students’ linguistic repertoires with purpose while strengthening dynamic identities and academic success. This session will analyze classroom scenarios based on CAL SIOP for dual language education where translanguaging supports content-specific language development and metalinguistic awareness.

EERA Conference Presentation: Designing and implementing welcoming formative assessments: Evidence on multilingual and multimodal practices in primary science education
2026-02-06 08:30
“Designing and implementing welcoming formative assessments: Evidence on multilingual and multimodal practices in primary science education”
Event: EERA Conference 2026
Location: Palm Room
Date & Time: February 6 2026 | 8:30 AM
Session Format: Presentation
Presenter(s):

Amy Burden – Test Development Manager (CAL)

Keira Ballantyne – VP Programs and Development (CAL)

Description:
This study explores the Multilingual Multimodal Science Inventory (M2-Si) in primary science (grades 3-5). We demonstrate M2-Si’s feasibility and its utility for educators to uncover misconceptions and adjust instruction using students’ full linguistic repertoires.

NABE 2026 Conference Presentation: MTSS-An Action Plan for Preventing English Learner Special Education Overidentification
2026-02-11 08:30 - 09:50
Event: NABE Conference 2026
Location: Room E255
Date & Time: February 11, 2026 | 8:30 AM – 9: 50 AM
Session Format: Presentation
Presenter(s):
Marybelle Marrero-Colón (Center for Applied Linguistics)
Description:
When linguistically diverse students struggle academically, it is schools’/districts’ responsibility to assess whether it is due to language differences or disability. Successful implementation of MTSS is key to ensuring that ELs receive appropriate interventions to maximize their academic achievement and language acquisition and minimize special education overidentification. During this workshop, participants will explore issues that challenge the practice of correctly identifying whether English learners need linguistic and academic interventions or truly have a disability that needs special education support. Teacher preparedness and professional development in this area will also be discussed.

NABE 2026 Conference Presentation: From Support to Soar: Decreasing Scaffolds to Accelerate Academic Language
2026-02-11 13:20 - 14:40
Event: NABE Conference 2026
Location: Room E259
Date & Time: February 11, 2026 | 1:20 PM – 2:40 PM
Session Format: Presentation
Presenter(s):
Maria Cieslak (Center for Applied Linguistics)
Description:
What if the key to language acceleration isn’t adding more support, but strategically taking it away? Join us for an energizing session that flips the script on scaffolding. Discover how purposeful de-scaffolding empowers multilingual learners to take ownership of academic language and thrive in rigorous content. Through real classroom examples, interactive strategies, and practical tools, you’ll explore how to gradually release responsibility, boost student agency, and elevate academic discourse. Let’s shift from support-heavy to student-driven – and watch language soar!

NABE 2026 Conference Presentation: Can’t Co-teach? Then Co-plan! Supporting Content Teachers with Multilingual Students
2026-02-12 01:20 - 14:10
Event: NABE Conference 2026
Location: Room E270
Date & Time: February 12, 2026 | 1:20 PM – 2:10 PM
Session Format: Presentation
Presenter(s):
Marybelle Marrero-Colón (Applied Linguistics)
Kia Johnson (Center for Applied Linguistics)
Description:
Co-planning is a process that supports consistent implementation of standards-based instruction that supports language development, literacy, and content curricula while allowing Tier 1 teachers, ML and instructional specialists to coordinate instruction and assessment (Honigsfeld & Dove, 2022). Co-planning not only supports those educators who co-teach, but those who share students, but are unable to set up a co-teaching model due to scheduling and personnel shortages, or in order to take advantage of the knowledge and expertise of others (Ford, 2025). This presentation will look at the importance of co-planning for second language learners when co-teaching is not an option.

NABE 2026 Conference Presentation: Seeing the Signs: Attuned Practices for Multilingual Newcomers Facing Transition Shock
2026-02-12 08:30 - 21:50
Event: NABE Conference 2026
Location: Room E255
Date & Time: February 12, 2026 | 8:30 AM – 9:50 AM
Session Format: Presentation
Presenter(s):
Maria Cieslak (Center for Applied Linguistics)
Description:
Are your multilingual newcomers showing signs of withdrawal, defiance, or disengagement? These may be signs of transition shock – a response to the emotional and neurological stress of adjusting to a new environment. In this interactive session, you will explore practical, trauma-responsive strategies to create safe, healing-centered classrooms where students feel seen, supported, and empowered. Using scenario cards, you’ll practice identifying fight, flight, and freeze behaviors and apply a simple attunement formula to respond with care and intention. Walk away with tools you can use immediately to build trust, foster resilience, and help multilingual newcomers thrive –emotionally and academically.

NABE 2026 Conference Presentation: Increasing English Learner Achievement Through Teacher Capacity Building: One School’s Journey
2026-02-12 14:20 - 15:10
Event: NABE Conference 2026
Location: Room E255
Date & Time: February 12, 2026 | 2:20 PM – 3:10 PM
Session Format: Presentation
Presenter(s):
Marybelle Marrero-Colon (Center for Applied Linguistics)
Carmen Delacruz (Arlington Public Schools)
Enis Delacruz (Arlington Public Schools)
Description:
This presentation showcases one school’s journey towards capacity building and strengthening its commitment to multilingual learners’ linguistic and academic achievement. By focusing on the implementation of the SIOP Model, a recognized and effective, research-based instructional model which benefits linguistic and academic achievement for multilingual learners, this school built a three-year professional development plan to improve teacher capacity. When supported through a long-term, job-embedded approach featuring guided lesson design and lesson study, results are noted in improved teacher evaluations and boosts in student achievement and language proficiency levels. The school’s PD plan and tools are shared and discussed.
