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A Publication of Dual Language Education of New Mexico
Fall 2015
Soleado
Promising Practices from the Field
Sheltered Instruction: Affirming our Students’
Cultural, Linguistic, and Personal Identity
by Ruth Kriteman—Dual Language Education of New Mexico
students in developing a positive identity as
As caring and committed educators, we like to
believe that our efforts within the school’s walls— an active, capable, and developing bilingual
and biliterate member of a community
focused on what happens within our classrooms
of learners. One way to accomplish this
as well as the environment we create within the
affirmation is Bridging the Two Languages,
school community—can reverse some of the
the last of DLeNM’s
negative effects of
components of
our nation’s social
sheltered instruction.
and political realities
This refers to the
on students. This
intentional and
sociopolitical context
careful development
includes laws,
of metalinguistic
policies, practices,
awareness—an
and traditions
awareness of the
that impact every
nature of language and
decision made about
how language forms
education (Nieto,
can be manipulated
2011). The truth is
A culture of caring, respect, and high expectations
that educators can do promotes student engagement and achievement. and changed to
convey meaning.
little to change the
Strategies developed in one language can
impact of student socioeconomic levels, levels
then be bridged to another. In this way, we,
of parent education and involvement, societal
as teachers, identify the linguistic assets
discrimination and stereotyping, difficult living
students bring to a learning task and help
circumstances, and racial or ethnic stratification.
What we can control is the
them develop those same strategies and
context of school—our
strengths in the second language.
Inside this issue...
collaborative work to set
standards and goals, the ways
Students need to feel that they are accepted
Using Goal Setting to Impact
we communicate belief in
and valued by others. How can we ensure
Kindergartners’ Achievement
students’ capacity to achieve,
that these needs are addressed? One essential
Aprendiendo a aprender: El
the school culture we establish, way is to recognize who these students are.
uso de cuadernos interactivas
and the support systems we
They are not two monolinguals in one body.
... en la escuela secundaria
enact that value and promote
They have a bilingual identity that is unique
academic
achievement.
and important and deserves to be affirmed.
Academic Conversations: How
Research on the complex conditions that
the VISITAS Process Helped
The
importance
of
this
kind
of
affect school achievement has identified the
Develop a Schoolwide Focus ...
affirmation—the affirmation
need for an “ethic of care”(Noddings, in Nieto,
Afirmando la identidad de
of students’ cultural, linguistic, 2011). This ethic of care goes far beyond
nuestros estudiantes y
and personal identity—is
simply adopting a caring attitude toward
acelerando el aprendizaje ...
the topic of this installment
students. It involves showing students care by
developing a close and affirming relationship
Reauthorizing the Elementary and in our ongoing series on
sheltered
instruction.
We
call
with them, adopting high expectations for
Secondary Education Act
this component Affirming
their capabilities, and showing respect for
Identity. It involves supporting their families.
—continued on page 10—
;
;
;
;
;
Using Goal Setting to Positively Impact
Soleado—Fall 2015
Promising practices...
Kindergartners’ Achievement
by Lisa Ulibarri–Miller—Eubank Academy of Fine Arts, Albuquerque Public Schools
Last summer, I was sitting in an AIM4S3™ training
looking ahead to my second year of teaching
kindergarten and wondering how I was possibly
going to use a PDSA (Plan Do Study Act) cycle
with my students. I find it challenging to use data in
order to drive my instruction, yet I was presented
with the idea of students using data to drive their
achievement. What in the world does this look like
in kindergarten? In part, this question drove my
instruction this past year.
use in Math and English language arts (ELA). Step one
was to ask students what our goal should be for today’s
lesson. Step two—as soon as those words were spoken
I realized that my young scholars had no idea what I
was talking about. Step three was to take a step back
and rethink: What do my students need to understand
in order to engage in goal setting? They need to know
what a goal represents and why it is important to them.
And so I began contemplating a different entry point.
I decided to first approach
Plan, Do, Study, Act.
goal setting with students
What does this mean
individually. We created a
to a 5-year-old? Not
personal PDSA document
much. Yet at its core,
for each student in both ELA
this idea of creating a
and Math. I conferenced with
plan, determining what
each student and asked them
steps must be taken
what they wanted to learn
to realize the plan,
and how they thought they
analyzing progress, and
could learn it. Nearly every
student said they needed
planning next steps is the
their parents’ help and for me
very process that helps
to teach them. Next, I asked
everyone to accomplish
what they were going to do
tasks successfully. In
Ms. Ulibarri–Miller and a student collaborate
to achieve their goal. This
simple terms, PDSA is
on an individual PDSA.
was a challenge! Ultimately,
goal setting. Goal setting
most responses were things like practice counting,
is accessible to 5-year-olds. I just had to determine
recite the alphabet on the playground, and ask for help.
an entry point to begin teaching my young scholars
what goal setting means, what it looks like, and how Then, I asked students how we would know when they
reached their goals. Some suggested that I ask them
or why it is meaningful.
to count or identify letters and sounds, and a few said
they would let me know when they were ready.
I was once again stumped, until I attended an
3
AIM4S ™ classroom demonstration. Lisa Meyer, of
DLeNM, was guiding second-grade students through Just before parent/teacher conferences, we reviewed
a lesson on place value when she did something very their goals and made adjustments. When I met with
their parents, I went over the student goals and asked
curious. There were some spritely behaviors, so she
parents how they were going to support their child and
set up a class PDSA chart that addressed the three
standards she expected students to adhere to during me in achieving these goals. The experience was eye–
opening as I witnessed how many parents had never
the lesson: show respect, make good decisions, and
considered their contributions to the academic success
solve problems. When the lesson concluded, she
of their children in this way. Student goals were revised
reviewed the PDSA chart and asked students to
throughout the year with proficiency to the standards
reflect upon how they met the standards. Bingo!
being the benchmark. Some students fell shy of the
Using concrete classroom behavior expectations to
begin teaching goal setting would be my entry point. benchmarks while others surpassed the standards.
For my students who owned their goals, achievement
increased on a steeper curve than for students who did
Excited about my idea, I jumped straight into the
not seem to value their goals.
fire. I got to school and created two PDSA charts to
—continued on page 3—
2
DLeNM
Through student conferencing, it became crystal clear
that goal setting needed to be intentionally taught to
students. At this point, each student had a personal
experience with goal setting and a foundation to build
upon and facilitate goal setting in the classroom. Going
back to my initial attempt at using a class-built PDSA,
my first step changed drastically. Rather than ask my
students for a goal, I began by explaining our task for
the day and why it was important. At that time, we
were trying to establish independent literacy rotations.
The students were taking too much time to transition
between stations, and I was spending too much time
reminding them of the behavior I expected while they
were working. The students were frustrated they did
not get to visit all of the stations, and I was frustrated I
was not getting to work with all of the groups.
In order to increase our success, we set up a class
PDSA chart. Our goal was to complete three 10-minute
rotations before our pullout. Our plan was divided
between teacher and student. The students wanted me
to just “teach them.” I agreed to this, but also suggested
that if I set the timer, transitioned with our word of the
day, and played soft music these strategies should help
us be successful. The students agreed to “be good” and
“not hit or kick our friends.” I suggested if they spoke
quietly and stayed focused on their task we would be
more successful. We decided that if we completed three
rotations, we would meet our goal.
In Math, our class PDSAs were more data specific.
Counting to 100 was part of our daily routine early
in the year. I expected that by January most of my
students would have mastered counting to 100.
The question is not new and interest has been
renewed in recent years. In 1997, Albert Bandura
described a critical component of goal setting
as self-efficacy. Bandura (1997) describes selfefficacy as a “belief in one’s personal capabilities”
(p. 4). Simply believing in one’s self is not enough
in and of itself to be successful. Hallenbeck and
Fleming (2011) assert that “goal setting is not
an innate skill” (p. 38) and that achievement of
goals is based upon learning how to set achievable
milestones and planning a route to reach them
(p. 38). A study by Arslan (2012) reports that
students stated their self-efficacy beliefs increased
with successful performance accomplishments
in the academic environment (p. 1918). Setting
goals and then analyzing data which indicates goal
achievement provides students a venue in which
they can own their learning. Moreover, goals
become something tangible and concrete even
though the goal itself may be abstract.
Arslan, A. (2012, Summer). Predictive power of the
sources of primary school students’ self-efficacy
beliefs on their self-efficacy beliefs for learning and
performance. Educational Sciences: Theory and
Practice, 12(3), 1915-1920.
Bandura, A. (1997). Insights. Self-efficacy. Harvard
Mental Health Letter, 9(13), 4-6.
Hallenbeck, A., & Fleming, D. (2011, Spring).
Implementing a goal-setting intervention in an
afterschool program. Afterschool Matters, 13, 38-48.
Assessment data spoke otherwise. In an inclusion
class of 27, seven students were counting to 100
and one was stuck somewhere between 70 and
80. The vast majority of my students were stuck at
29 or 39. Consequently, we created a class PDSA
with the goal being counting to 100 or 120. Then,
each student present that day placed a dot with the
number they counted to on a black rectangle (0–49),
blue rectangle (50–99), or red rectangle (100+). As
we analyzed the dots, students immediately gasped
as they realized most of the dots were on black. I was
honestly surprised that, without saying a word, my
students fully understood the message—we’re behind.
Soleado—Fall 2015
On our first attempt, we completed one rotation. When
we debriefed and created our action plan we agreed
that “Mrs. Miller forgot to set the timer,” and we started
rotations late. We kept the same PDSA for a week, and
by Friday, rotations were going smoothly. By using the
PDSA in this manner, my students learned strategies
they needed in order to be independent. As the year
went on, they were increasingly specific regarding what
they would do. Their requests to me included: “don’t
forget to set the timer,” “play guitar music,” “spread
us out more,” and “make sure we made smart choices
where we are sitting.” Additionally, they agreed to “be
a professional and do my best,” “talk quietly,” “stay
focused,” “ask my friend,” and “help my friend learn.”
My students learned to identify the strategies that
helped them become successful, independent learners.
Why does it make sense to teach
kindergarten students about goal setting?
Promising practices...
—continued from page 2—
—continued on page 12—
DLeNM
3
Soleado—Fall 2015
Promising practices...
Aprendiendo a aprender: El uso de cuadernos interactivos en
dos idiomas como estrategia para promover un aprendizaje
significativo en la escuela secundaria
4
por Mirle Hernández—Escuela Secundaria Truman, Escuelas Públicas de Albuquerque
“Cuando tomo un examen, es fácil recordar el
contenido de mis cuadernos porque he tomado mis
propios apuntes y he dibujado tanto, que tengo mis
cuadernos grabados en la memoria”, comenta Eva
Trevizo. “Y hemos aprendido lo que podemos hacer
para memorizar y aprender información usando
nuestras propias estrategias”, agrega Natalia Delgado.
Eva y Natalia son estudiantes, que
en mayo del año 2015 terminaron
tres años de educación en el
programa de lenguaje dual de
la Escuela Secundaria Truman,
en Albuquerque.
Cada equipo académico tiene un nombre; el equipo de
sexto grado se llama Los Ocelotes; el de séptimo grado,
Los Linces, y el de octavo grado, Los Leones. Este
diseño permite que cada grupo de maestros se reúna
dos o más veces por semana a conversar acerca de sus
estudiantes y a planificar el currículo incorporando las
estrategias necesarias para proveer apoyo decreciente
a los estudiantes aprendientes
de inglés y a los estudiantes
aprendientes de español.
El uso de los cuadernos
interactivos en la Escuela
Secundaria Truman se inició
a partir del entrenamiento de
verano en el año 2012 para
AVID, un programa dedicado
a cerrar la brecha de logros,
preparando a cada estudiante
para la educación superior, que se
enfoca en el progreso a través de la
determinación individual.
El cuaderno interactivo es una
herramienta de aprendizaje
diseñada para fomentar la
creatividad, la organización
sistemática y la creación de
un portafolio personal del
proceso de aprendizaje de
cada estudiante. Este cuaderno
elimina la desorganización y
confusión que enfrentan los
Natali Barreto-Baca, maestra
estudiantes en su transición de
de ciencias en el equipo de los
la escuela primaria a la escuela
Linces, comenta que hace más de
Un
Ocelote
crea
plegados
para
secundaria. En lugar de hojas
tres años, decidió participar en el
aprender vocabulario nuevo.
sueltas, copias y folletos, cada
entrenamiento y formar parte del
estudiante crea un libro personal de estudios, con
grupo AVID de la Escuela Secundaria Truman.
sus propias ilustraciones, reflexiones y comentarios.
Los estudiantes que participan en el programa de
La calidad y el contenido de los cuadernos creados
lenguaje dual en nuestra escuela usan cuadernos
por los estudiantes de Natali Barreto-Baca, el orgullo
interactivos en todas sus clases.
y elocuencia con la cual estos estudiante describían su
trabajo en estos cuadernos y lo que significaban en su
El programa de lenguaje dual de la Escuela
aprendizaje, en combinación con el entrenamiento de
Secundaria Truman está diseñado como una
un mayor grupo de maestros en el uso de estrategias
miniescuela de 345 estudiantes, dentro de una
comunes, como los apuntes Cornell, animó a que los
escuela de casi 1400 estudiantes. En cada uno de los tres equipos del programa de lenguaje dual adoptaran
tres grados—sexto, séptimo y octavo—del programa, el uso de los cuadernos interactivos para todos sus
hay un equipo de cuatro maestros que enseñan las
estudiantes durante el año escolar 2014-2015.
materias básicas requeridas, dos de estas materias
se dictan 100% en español y dos materias 100% en
El formato tradicional de un cuaderno interactivo
inglés. Cada equipo de maestros tiene un periodo de (TCI, Teacher’s Curriculum Institute) se basa en
preparación común y enseña al mismo grupo de 115 estudios de la neurociencia acerca de la retención, la
estudiantes quienes tienen una diversidad de niveles memoria y la función específica de cada hemisferio
de competencia lingüística en español y en inglés.
—continúa en la página 5—
DLeNM
Promising practices...
—continuación de la página 4—
cerebral. Algunos maestros usaron este formato
y otros maestros experimentaron con sus propios
formatos. A finales del primer año de experiencia
usando los cuadernos interactivos, cada equipo ha
discutido algunos cambios para el año escolar 20152016. Este ha sido un año de aprendizaje tanto para
los estudiantes como para los maestros.
Los Ocelotes
En el equipo de 6to grado, la maestra de ciencias
naturales, Cilian Pérez , y la maestra de humanidades,
Barbara Sena, enseñan en español. Cilian Pérez,
entrenada en AVID, usa el formato TCI del cuaderno
interactivo y Barbara ha adaptado el formato del
cuaderno a su estilo de enseñanza. Explica:
Les he enseñado a mis estudiantes a tomar apuntes
útiles para responder a preguntas, un paso difícil
para estudiantes de sexto grado. Para mí, fue más
práctico usar carpetas de tres aros para que mis
estudiantes crearan sus cuadernos porque así fue
más fácil agregar páginas e información, pero el
año que viene quiero usar el formato tradicional,
con la sección del estudiante a la izquierda y la
sección de la maestra a la derecha.
La maestra de lenguaje e inglés como segunda
lengua, Theresa Durán, también ha usado la
carpeta como portafolio personal pero ha agregado
estrategias de AVID, como el uso de los apuntes
Cornell, que fueron el enfoque del desarrollo
profesional de los maestros de Truman durante el
año escolar 2014-2015.
Las ilustraciones
personales apoyan
el aprendizaje de
nuevos conceptos
y vocabulario
académico.
y octavo grado vean lo que aprendimos, apoyando
así la continuidad vertical del aprendizaje en
nuestro programa de lenguaje dual.
Michael Pedersen, maestro de matemáticas en
inglés, comenta:
Mis estudiantes tienen el currículo de ciencias al
principio del cuaderno y una tabla de contenidos.
Uso rúbricas para evaluar los cuadernos. Nuestros
estudiantes saben leer y escribir pero no tienen
buenas estrategias para recordar. Yo les enseño
a usar los apuntes Cornell y a practicar la
asociación entre un concepto y una ilustración
como técnica de memorización. Los estudiantes
aprenden vocabulario académico científico
creando sus propias ilustraciones.
Soleado—Fall 2015
Para mí fue muy positivo ver cómo mis estudiantes
usaban sus cuadernos interactivos como recurso
para repasar los conceptos aprendidos en la
escuela. Los estudiantes usaban sus cuadernos
para estudiar en casa. Esto les sirvió también para
explicar a sus padres y familiares lo que estaban
aprendiendo. El próximo año quiero incluir
mucho más; secciones para las normas comunes,
preguntas esenciales, objetivos, vocabulario,
apuntes y ejemplos de problemas. Me gustaría que
los estudiantes conserven sus cuadernos de sexto
grado como recurso en séptimo y octavo grados
y hasta en la preparatoria. De esta manera, el
cuaderno servirá para que los maestros de séptimo
Los Linces
Los cuatro maestros de séptimo grado, Natali
Barreto, Linda Varela, Desiree Nuanes y Angel
Méndez asignaron cuadernos y cada estudiante
tenía la responsabilidad de llevar sus cuatro
cuadernos o su carpeta de AVID, de la escuela a la
casa y de la casa a la escuela. Natali Barreto-Baca,
maestra de ciencias en español y veterana en el uso
de los cuadernos interactivos, explica:
—continúa en la página 14—
DLeNM
5
Encouraging Academic Conversations:
Soleado—Fall 2015
Promising practices...
How the VISITAS Process Helped Develop a Schoolwide
Focus on Learning and Interaction
6
by Terese Rand Bridges, Instructional Coach—Coronado Elementary,
Albuquerque Public Schools
by having teachers ask themselves, “What makes
Coronado Elementary School, in Albuquerque, is
the teaching, learning, and content effective in this
a dual language school that implements a 90/10
setting?” The observations also address the dual
dual language program in Spanish and English.
language setting by including scaffolds for language
Coronado’s student population is 88% Hispanic,
and the majority of these students are from English- development such as planning for peer interaction,
activating prior knowledge/building on shared
speaking homes. Given these demographics, our
school can be considered to have a heritage language knowledge, and affirming identity. Edward TabetCubero, former associate
program that is open
director of DLeNM,
to all children in the
introduced us to the
Albuquerque area.
idea of VISITAS when
Coronado Elementary
In the current climate of
became a part of the Bright
the Common Core State
Spots Initiative early in
Standards (CCSS) and
2014. DLeNM’s Bright
closely related testing
Spots Initiative is funded
demands, all schools
by the Kellogg Foundation
face challenges. Dual
and is intended to support
language schools have the
the development of
additional challenge of
exemplary dual language
teaching the demanding
programs across the state.
content of the CCSS in
two languages. But for
Teachers participate in a classroom observation
The VISITAS approach
Coronado Elementary,
based on identified “look fors” during VISITAS.
worked well for Coronado
like many programs, our
biggest challenge as a dual language school is getting Elementary because we have a high level of respect
students to talk about what they are learning in their between our teachers, but we didn’t always have a
clear understanding of our common goals or how we
second language, which for us is usually Spanish.
could best improve instruction in a cohesive way. As
Spanish language production for non-native
City et al. (2009) state, “One of the greatest barriers
speaking children is difficult, particularly when
to school improvement is the lack of an agreed-upon
the academic content itself is challenging. We have
definition of what high-quality instruction looks
addressed this head-on by developing a schoolwide
focus on student-to-student academic conversations. like” (p. 3). Even more critically, teachers had to
believe that VISITAS would not be one more thing
required of them, but a process by which we could
We developed this schoolwide focus collaboratively
improve together. Teachers had wanted to visit each
by participating in a set of classroom observations
other’s classes and had even included this as a goal in
called VISITAS, facilitated by Dual Language
their yearly improvement plans. But often, teachers
Education of New Mexico (DLeNM). VISITAS
are more eager to observe someone else than to
stands for Viewing Interactive Sheltered Instruction,
be observed, and this was the case for Coronado.
Teachers and Students. VISITAS is DLeNM’s
Putting the VISITAS process in place helped us face
variation of the instructional rounds model, which
this reluctance to have our peers come observe our
provides teachers with the opportunity to see
classrooms and our instructional practice. From the
what’s happening in other teachers’ classrooms
beginning, the norms that are central to VISITAS
by using close observation that is descriptive and
helped us to be more comfortable with the visitation
non–judgmental (City, Elmore, Fiarman, & Teitel,
process (see sidebar, p. 7).
2009). VISITAS observations move from “problems
of practice” to taking an assets-based approach
—continued on page 7—
DLeNM
We also eased our way in to the VISITAS process
by first visiting classrooms when students were not
present. In April 2014, a small team of teachers, DLeNM
staff, and Coronado administrators conducted walkthroughs of several different classrooms during noninstructional time. Edward Tabet-Cubero helped us
design the “look-for” protocol that we used to observe
classroom arrangement, communication of standards,
charts, and evidence of language development.
For the 2014–2015 school year, we planned monthly
VISITAS dates in advance and lined up substitutes so
that teachers could visit each other’s classrooms and
participate in the discussions and reflections. For
these VISITAS, we observed classroom instruction.
We began each day by going over the norms,
which included presuming positive intentions and
maintaining confidentiality in the data that we
gathered. We made it clear that we were not looking
for practices that were missing in our classrooms, but
instead looking in an intentional way at what students
were doing and evidence of the “look fors” so we
could build on the potential that was already there.
After the briefing, a group of five to eight teachers and
administrators visited the first classroom for about 15
minutes. During the visit, we took notes on the “lookfor” protocols, which helped focus our attention on the
practices we wanted to observe.
Importantly, VISITAS enabled us to come to a
common vision of how we wanted to improve as a
school. In September, the practices we decided to look
for were broad and not well focused. The “look-for”
protocol listed locus of control, bridging between
languages, and academic dialogue as areas to observe.
In our observations and follow-up discussions, it
quickly became apparent that all classrooms were
working on getting students more involved in speaking
v Focus on student learning
v Look for what’s there, not what’s lacking
(asset approach)
v Encourage and celebrate risk taking
v Keep the data collection anonymous
v Presume positive intent
v Maintain confidentiality
Spanish, so in October we narrowed our focus to
questioning strategies and academic conversations.
After the October round of observations, we
knew that we wanted to concentrate on academic
conversations—student output—and we started
a book group to read and discuss Academic
Conversations: Classroom Talk That Fosters Critical
Thinking and Content Understandings (Zwiers &
Crawford, 2011). We also invited Diana Pinkston–
Stewart from DLeNM to provide professional
development on the topic in November.
When we resumed our VISITAS in January, all
of the “look fors” in our observation protocol
had to do with academic conversations. What
opportunities did the students have to engage
in conversations with each other? What student
behaviors were evident during those interactions?
What scaffolds supported these conversations?
As we considered how to go deeper with these
conversations, we decided to visit only three
classrooms for a longer period of time (45 minutes)
in February. These modified “lesson study” visits
were designed to model how to engage students
in more reflective thinking, such as identifying
mathematics strategies and giving reasons to
support their opinions in an argument. In April, we
concluded our observations by reviewing Zwiers
and Crawford’s five skills that focus and deepen
academic conversations (2011), and each grade level
worked on planning a lesson or unit in language
arts or math that included academic conversations.
DLeNM
Soleado—Fall 2015
After the first classroom visit, we had a brief checkin to make sure we were looking for the same things.
Then we visited four more classrooms. After the
visits, we took some time to go over our observations
individually and to start grouping them into positive
statements of what was observed. An example would
be, “In four of the five classrooms we visited today, I
observed students using sentence frames to scaffold
their responses.” We called this the “data dump,” and
by making these general statements about what we
observed, we maintained individuals’ confidentiality
while being able to give feedback to them the same day.
Key to ensuring that the VISITAS
process is “safe” for teachers and
non-evaluative in nature, the following
norms are always adhered to:
Promising practices...
—continued from page 6—
—continued on page 15—
7
La enseñanza contextualizada (Sheltered Instruction):
Promising practices...
Afirmando la identidad de nuestros estudiantes y acelerando
el aprendizaje por medio de ambos idiomas
Un diálogo de Soleado en curso
por Adrian Sandoval—Dual Language Education of New Mexico
Una verdad innegable en cuanto a nuestros
estudiantes es que la mayoría de ellos pertenecen a
una comunidad que se encuentra fuera del poder. A
veces esta es una realidad que nuestros estudiantes
y sus familias enfrentan por la primera vez y en
otros caso es ya un legado de generaciones. En
ambos instantes el resultado común es un grupo
de personas que se siente marginado a la energía y
potencia positiva de la sociedad. Bajo el peso de tal
legado, cada individuo lleva dentro de sí, consciente
o inconscientemente, un bagaje emocional con
diversas características como la falta de autoestima,
la vergüenza por la apariencia física y/o el idioma
que se habla en el hogar, la pobreza y sus múltiples
faces, y la falta general de comodidad en las
situaciones dominadas por el grupo “en poder”.
Soleado—Fall 2015
Todo lo susodicho corresponde a la parte invisible
del iceberg que sirve como metáfora para la realidad
que viven muchos de nuestros estudiantes y sus
familias de una manera tácita.
8
Junto con este iceberg agregaremos otro aspecto
innegable. Es decir, la secundaria y preparatoria
siempre han sido el campo donde, por cuestiones
de la adolescencia, nuestros estudiantes están
buscando su lugar en el mundo y luchando con las
nociones de pertenecer a algo y encontrar quienes
son. Desafortunadamente, también es el momento
cuando la expectativa del salón de clase es de
silencio y, por cuestiones del número de estudiantes
en el salón, un lugar donde muy pocas veces cada
estudiante sea reconocido como un ser cuyo
pensamiento y voz tengan valor. Es más, muchos
estudiantes a este nivel ya se sienten como seres
invisibles y han adoptado y desarrollado a este papel
desde la primaria por culpa del dicho “iceberg”.
Como maestros, estas tres realidades nos recuerdan
el por qué tenemos que afirmar la identidad de
nuestros estudiantes como parte integral de su
experiencia en el salón de clase. ¿Pero cómo y
dónde lo hacemos? El proceso comienza con la
planificación de clase, y reflexionando sobre quiénes
son los seres en nuestro salón. ¿Qué sabemos de
ellos? ¿Qué sabemos de sus familias, su historia, y
su cultura en general? Después, sigue el proceso de
planificación con el esfuerzo deliberado de activar
conocimientos previos, y crear un ambiente donde
valoramos y promovemos a nuestros estudiantes
como fuentes de conocimiento de alto mérito. Algunas
estrategias sencillas que he usado para lograr afirmar
las identidades de mis estudiantes son lo siguiente:
= crear oportunidades para que los jóvenes
comparten lo que saben del tema y lo que
quisieran saber por medio de una gráfica,
= hacer que los estudiantes hagan una entrevista con
algún familiar para investigar y valorizar lo que se
sabe acerca del tema estudiado,
= invitar al salón claros representantes de la cultura
de nuestros estudiantes que pueden agregar más
información en cuanto al tema, y
= utilizar libros de ficción y no ficción que son
lingüísticamente auténticos y atados a la cultura
juvenil y étnica de nuestros jóvenes.
Cuando de verdad mostramos un interés genuino en
cada uno de nuestros estudiantes interrumpimos al
ciclo de invisibilidad que ha permanecido en sus vidas
por un periodo de tiempo demasiado prolongado.
En muchos casos, es la primera vez que estos jóvenes
se sienten visibles y vivos dentro del ambiente escolar.
El crear una rutina de pedir ideas de cada individuo,
valorar sus ideas, e intentar comprender estas ideas
en el contexto de su cultura y su realidad actual es el
primer paso hacia afirmar la identidad de nuestros
estudiantes. En un artículo de Teaching Tolerance
titulado «What Can This Student Teach You About
the Classroom? » (Number 36, Fall 2009), igual dice
Tranette Myrthil, estudiante e hija de inmigrantes
haitianos, hablando de una clase que marcó una
diferencia en su vida:
DLeNM
Hubo debate en clase y escuchábamos el uno al
otro. Esa fue una clase donde verdaderamente
importaban qué aprendíamos, cómo aprendíamos,
—continúa en la página 9—
Promising practices...
—continuación de la página 8—
y si entendíamos o no. Les importaba cómo nos
sentíamos en cuanto a una situación. Aprendí que
tenía una voz.
Estrategias que usaba para lograr semejante éxito en
mi clase se basaba en lo siguiente:
= primero seleccionar un tema de alto interés,
= crear un conocimiento mutuo del tema que toma
en cuenta la cultura y los niveles lingüísticos de los
estudiantes,
= modelar para los estudiantes las expectativas de
su interacción en parejas, grupos, y/o con la clase
entera,
= ofrecer y modelar una opción de gráficas que
les puede ayudar a los estudiantes desarrollar y
organizar sus ideas,
En un ambiente afirmativo, los alumnos
participan activamente en el aprendizaje.
= crear y compartir con los jóvenes un esquema de
valores para que sepan como los vamos a calificar, y
= apoyarles con claras frases que modelan cómo
mejor iniciar sus respuestas.
Aparte de la obligación como maestro de afirmar
la identidad de nuestro alumnado, tenemos que
también reconocer las oportunidades que se ofrecen
en el salón para apoyarles como bilingües emergentes
con esfuerzos precisos e intencionales. El apoyo que
sugerimos no sólo podrá impactar positivamente a
la identidad lingüística del estudiante sino también
al crecimiento académico. Este apoyo que sugerimos
tiene que ver con la importancia de explícitamente
iluminar las semejanzas y diferencias entre ambos
idiomas que desarrollan nuestros estudiantes.
Como última muestra personal de esta oportunidad
que nos exige la relación entre estudiante y maestro
al nivel metalingüística, llevo como recuerdo
lo que me enseñaron en un curso universitario
llamado Fonética y fonología. Allí aprendí que
tenemos en español lo que se llama la d oclusiva y
la d fricativa. Resulta que la oclusiva es como la d
del inglés, y la fricativa tiene como paralelo a la th
del inglés. Cuando mostré a mis estudiantes que
existía la pronunciación de th en español, llamada
la d intervocálica, dimos énfasis en la posición de la
lengua inmediatamente detrás de los dientes y así
usamos un lenguaje para ayudar al otro. Como dice
en latín—manus manum lavat—pero en este caso se
trataba a las lenguas y no las manos.
Afirmar la identidad de los jóvenes que entran
a nuestros salones es lo más mínimo, básico, y
profundo que podemos extender hacia nuestro
DLeNM
Soleado—Fall 2015
¿Cuántas veces hemos compartido una palabra o frase
que bien sabemos tiene una traducción distinta en
ambos idiomas y que puede resultar ser problemática,
o como parte de nuestra instrucción usamos unos
cognados sin tomar el tiempo de revelarlos así? Con
referencia al metalenguaje (lenguaje que se usa para
hablar de aspectos propios de una lengua, y en el
caso del bilingüismo, también de las similitudes y
diferencias que existen entre los dos), la Dra. Kathy
Escamilla (2013) sugiere que podemos compartir
con el estudiante unas frases en ambos el español e
inglés para mostrarles que siguen la misma regla de
comenzar con una mayúscula. Mientras tanto, los
días de la semana sólo llevan mayúscula en inglés.
Otro ejemplo en la penúltima frase sería el uso
formal de la palabra similitud en vez de “similaridad”
que más bien es una sobregeneralización departe
de un hablante nativo de inglés acostumbrado a
utilizar cognados directos de inglés a español para
elevar el vocabulario a un nivel más académico.
Un esfuerzo para lograr esto sería una inversión
en el proactivismo con el cuál evitamos corregir
y menospreciar al conocimiento y las estrategias
que traen nuestros estudiantes al salón. Estaríamos
directamente conectándoles a ciertos detalles
importantes de sus idiomas para que ambos vayan
desarrollándose aún más rápido y con más precisión.
—continúa en la página 12—
9
Promising practices...
—continued from page 1—
Many of the stories we hear of students living in
difficult socioeconomic, sociocultural circumstances
who find success in rigorous school programs
despite great obstacles all have one thing in
common. Their instructional staff, their principal
and teachers, believe their students can learn. The
staff recognizes that success may hinge on putting
into place intentional, structured scaffolds, but, with
that support in place, the students can achieve. We
need not be afraid of rigorous content, of Common
Core or Next Generation standards. Our students
are smart, capable, creative beings who can achieve
what is expected of them. As teachers, we need to
communicate that belief: I believe in you. You are going
to be successful someday. You’re going to make it! One
popular quote on social media reflects this point in the
voice of a 6 year old: My teacher thought I was smarter
than I was, so I was.
Soleado—Fall 2015
We need not be afraid to help students look at their
own data folders to both celebrate great progress and
to develop a plan to address learning gaps. Students
deserve to know where they are successful and where
they aren’t, especially when they are given a role in
developing a plan to improve. How empowering is
that? What student wouldn’t rise to that challenge?
10
Affirming the families and cultural traditions of
every student must go beyond a cursory celebration
of cultural heroes and holidays. Far more effective
would be assertively confronting stereotypes or other
forms of racism and bias. I remember being called
into a meeting attended by members of a middle
school’s administrative team, a counselor, classroom
teachers, and a student and her mother. The meeting
began with a stern lecture regarding the importance
of regular attendance, the need to remain in the
country in order to ensure better English proficiency,
and the current “unacceptable” practice of heading
down to Juárez every Friday after school. It wasn’t
until I asked the student and her mother why they
were going to Mexico every week that we learned that
the family’s grandmother was terminally ill and they
were spending as much time with her as possible. How
could it be that these educators never bothered to ask
the student about her reality? How could it be that the
school’s first response was to convene a meeting of an
intimidating number of educators to lecture the family
on attendance? The school’s response was predicated
on the belief, acknowledged or not, that this family
didn’t value school, didn’t acknowledge the incredible
gift this student had available to her in the form of a
free public education, didn’t take seriously the need
to use her English. That was not it at all—instead,
what took precedence was the familial relationship
and the need to honor and acknowledge an elder’s
place in the family.
Strategies to Support a Sense of Community
Examining attitudes in the larger school community
is one important step in affirming identity. There
are also classroom strategies that can make a
difference for students. The T-graph for Social Skills
is a Project GLAD® strategy in which a social skill
is identified and shared with students. Students
each take their individual notions of appropriate
and productive behavior in a group and negotiate
a common understanding and set of expectations
for that behavior. The idea is to support students
in identifying and developing behaviors consistent
with a positive classroom environment. The social
skill becomes the focus for a period of 4 to 6 weeks.
For example, students focusing on Collaboration
might identify working together, sharing the work,
and helping each other. Under a semantic web of
these initial thoughts, the teacher creates a T-graph.
The left side is labeled with a sketch of an eye while
the teacher asks what collaboration would look
like if one were to pass by the classroom and look
inside. What would that person see? Students are
working together to finish a project, kids are sharing
their materials, kids’ eyes are on the person talking.
On the right side of the chart the teacher sketches
an ear and asks the students what collaboration
would sound like. What might someone hear that
could be recognized as showing collaboration?
Again, students generate positive behaviors: polite
language like “please” and “thank you;” appropriate
ways to disagree, such as “that’s a great idea but have
you thought of ... ;” or quiet voices of students taking
turns. These lists of behaviors that can be seen and
heard then serve as behavior management.
The fact that this chart is created with students
collaborating and contributing their ideas and
expectations affirms their identity and place in the
classroom. The power of this strategy lies in the
fact that the students are given agency and voice in
developing the class definition of the social skill.
More information on this protocol is available via
Project GLAD® training.
DLeNM
—continued on page 11—
Many teachers rely on regular class meetings that
follow a particular protocol to model and support a
positive classroom in which every student has a voice.
Some teachers begin the class meeting with a quick
whip-around of positive
behaviors: I liked it when
Ben shared his pencil when
mine broke. Then, concerns
and problems are discussed
using a talking stick or
some other method to
ensure equity of voice
and participation.
literacy. These skills include the ability to express
oneself, to understand speech, and to bridge two
languages. One highly effective strategy is called
Así se dice; it provides students with an opportunity
to negotiate meaning and experience the flexibility
and subtleties of translation. In
this strategy, the teacher selects
a short passage, a poem, or an
idiomatic expression in one
language and gives it to pairs
of students to translate into the
other language.
Promising practices...
—continued from page 10—
I experienced this strategy with
a short selection from Sandra
One highly effective way of
Cisneros, Pelitos, that is written
acknowledging students’
in Spanish and describes the
prior knowledge and
hair of each of her family
experience is recognizing
members, with special emphasis
and building on the
on her mother’s hair. The
linguistic resources students
language is rich and evocative.
Así se dice
bring to school. In many
Translating it with my partner
cases, that linguistic resource is a different language.
involved lengthy discussions about how to use
In other cases it may be a different dialect or way of
English to express the same description and evoke
using language to express oneself. One example of
the same emotions. When each pair shared out, we
this is the story-telling tradition of many cultures.
had even more opportunities to discuss word choice
Teaching and learning opportunities might take the
and other subtleties. It was great fun and it allowed
form of a story that illustrates the key lessons. A
us to use our skills as bilinguals. In other words,
literature selection may be previewed in story-telling
it acknowledged the very specific skills that we
format using pictures, puppets, or live action so
brought to the task and gave us an opportunity to
students have a sense of the story line and vocabulary flex and extend those skills and clarify how to best
before they ever see the piece in written form.
use our language to convey meaning.
Strategies to Bridge Students’ Languages
Dr. Kathy Escamilla and her colleagues, in their
book Biliteracy From the Start, describe several
strategies designed to develop students’ oracy, or
the oral skills that contribute to the acquisition of
Escamilla, K., Hopewell, S., Butvilofsky, S., Sparrow, W.,
Soltero-González, L., Ruiz-Figueroa, O., & Escamilla,
M. (2014). Biliteracy From the Start. Philadelphia, PA:
Caslon.
Beeman, K., & Urow, C. (2013). Teaching for
Biliteracy—Strengthening Bridges Between Languages.
Philadelphia, PA: Caslon.
Soleado—Fall 2015
Karen Beeman and Cheryl Urow, in their book
Teaching for Biliteracy—Strengthening Bridges
Between Languages (2013), share many strategies that
strengthen the bridges between languages in bilingual
or dual language settings. One simple strategy uses
Total Physical Response as a bridge. Vocabulary for a
lesson in one language is reinforced with the use of
gestures to illustrate the meaning of the words. When
the language of instruction changes and lessons are
extended (not repeated) in the new language, those
same gestures are used to bridge the meaning of key
vocabulary and provide students with the skills to
convey concepts and learning in the new language.
Affirming identity, acknowledging who our students
are, honoring their families and the traditions that
give their lives purpose, teaching them new and
important skills and expanding their knowledge
base … politicians, policy makers and community
members can say what they will—we teachers know
how critical our roles are in our students’ lives, and
we rock!
Nieto, S., & Bode, P. (2011). Affirming Diversity: The
Sociopolitical Context of Multicultural Education
(6th ed). Boston, MA: Pearson.
DLeNM
11
Promising practices...
—continued from page 3—
Reflecting upon my year, I learned a few things.
First, giving primary students the power to recognize
strategies that help them learn and be successful gives
them a personal reason
for engaging in learning.
Second, parents need to
be an intentional part of
the learning cycle. Third,
as students articulate and
justify the strategies that
help them learn, they
develop rich oral language
skills that spill into all
content areas. Finally,
using the PDSA process
and having intentional
discussions on the strategies
that are helpful in the
Class PDSA for “counting to 100”
Two weeks later, the data
learning process seems to
was significantly different. Only 10 students had
place students on a steeper trajectory toward academic
not reached proficiency and six of those were really
success, which is critical for students’ achievement and
close. I shared my success with my grade–level
efficacy as thinkers and learners.
team, and they all did something similar with their
For more information about Achievement Inspired
students. The results were impressive as the grade
Mathematics for Scaffolding Student Success (AIM4S3™),
level reached proficiency in rote counting.
please visit aim4scubed.dlenm.org.
We had some partner discussions about what the
teacher should do to help the students achieve
proficiency. My students
were very explicit. First,
they wanted me to tell
their parents to help them
count at home. Next, they
wanted me to listen to
them count individually
more frequently. Then
they realized that when we
count in class, they should
actually be counting!
They suggested practicing
counting to each other
and on the playground.
—continuación de la página 9—
Soleado—Fall 2015
futuro encarnado. También somos responsables
para que nuestros estudiantes tengan la oportunidad
de explorar y descubrir las semejanzas y diferencias
entre los idiomas que navegan diariamente. En fin,
tenemos que ser conscientes de las oportunidades
que se revelan en el salón para así aprovechar del
momento con apoyo lingüístico directo y asegurarles
12
que son vistos, tienen valor, y asegurarles que lo que
traen al salón es útil y deseable. También, tenemos
que planificar intencionalmente para que esto ocurra.
No estamos sugiriendo que vayan traduciendo varias
palabras y expresiones en su clase de inglés a español o
vice versa. Tampoco estamos diciendo que el maestro
sea singularmente dedicado al vínculo afectivo.
Al contrario, sugerimos sólo que reconozcamos
cuándo y cómo podemos
usar aspectos de
ambos idiomas como
herramientas de claridad
que aceleran al aprendizaje
ya sea lingüístico,
conceptual, o ambos a
la vez. Es otra relación
simbiótica que nos trae
el regalo de aprender
otros idiomas con mayor
rapidez y precisión, y
si lo alcanzamos hacer
mientras valoramos a los
chicos de la clase, hemos
logrado ya mucho.
DLeNM
by James J. Lyons, Esq., Senior Policy Advisor—Dual Language Education of New Mexico
In early September, when Congress reconvenes
after its summer August recess, senior members
of the House and Senate education committees
will meet in a conference committee to thrash out
differences in the bills passed in their respective
chambers to reauthorize the Elementary and
Secondary Education Act (ESEA). Both H.R. 5, the
Student Success Act (SSA), which passed the House
of Representatives on July 8 and S. 1177, the Every
Child Achieves Act (ECAA), which passed the
Senate on July 16 are meant to extricate American
schools from the policy quagmire of No Child Left
Behind (NCLB) and the Obama Administration’s
conditional ESEA “waivers.”
The challenge of the conference committee is more
than just reconciling differences in the House and
Senate bills. The new bill crafted by the conference
committee must then pass each chamber before it
can be sent to the President, and, of course, must
be signed by the President before it becomes law.
Although the conference committee will be bipartisan, Republicans will comprise a majority of its
members, as they do in both legislative bodies.
Rather than providing a detailed analysis of the
SSA and the ECAA, this brief article highlights
some of the issues which are likely to be pivotal in
the deliberations of the conference committee and
subsequent legislative tasks. These issues have major
implications for dual language education.
The SSA caps or limits appropriations for the
5 years covered by the bill (FY 2016–2020) at
FY 2015 levels with no increases to account for
The SSA, but not the ECAA, calls for “portability”
of Title I funds. If a student transfers to another
school, regular or charter, the Title I funds
would be transferred to the new school. Equity
advocates view “portability” as the first step
towards establishing a “voucher” program which
could provide federal funding for private schools;
they also object to “portability” as a mechanism
that reduces funding for schools which are
impacted by concentrations of poor students.
Both the ECAA and the SSA maintain current
requirements for annual standardized testing of
English language arts, mathematics, and science
as well as the public reporting of test scores
disaggregated by the student subgroups specified
in current (NCLB) law. Both ECAA and SSA,
however, leave to the states complete authority
to establish “accountability” systems including
performance standards and determination of when
and what schools require improvement actions. A
number of civil rights organizations object to the
elimination of federally-mandated accountability
standards and school improvement requirements
as a fatal flaw in the bills, and President Obama
has hinted at a possible veto if the legislation does
not continue current federal authority to compel
change in local school programs.
Watch for the next issue of Soleado, which will
provide the latest—and hopefully good—news on
the ESEA Reauthorization.
James J. Lyons is a civil rights policy attorney
in Arlington, VA. He can be reached by email
at [email protected].
DLeNM
Soleado—Fall 2015
The SSA effectively turns the ESEA into a “block
grant” program merging existing separate programs
for English learners (ELs), migrant students, and
neglected and delinquent children into the larger
Title I program for economically disadvantaged
students. Local education agencies could spend Title
I funds on any of the designated student populations.
The ECAA continues the existing separate programs
for different student populations.
inflation or student population growth. Given
the fact that ELs represent the fastest growing
segment of our student population, this funding
limitation would be particularly harmful. The
ECAA eschews specific limits on appropriations,
authorizing “such sums as may be necessary” for
appropriations for FY 2016–2020.
Promising practices...
Reauthorizing the Elementary and Secondary Education Act:
Differing Bills Approved by the House and Senate—Next Steps
13
—continuación de la página 5—
Promising practices...
Linda Varela, maestra de humanidades en español
usa una carpeta de trabajo. Declara:
Uso los apuntes Cornell frecuentemente y
los plegados con ilustraciones para practicar
nuevo vocabulario académico. A mi me sucedió
algo interesante este año. Como mi clase es
100% en español, yo solo conozco el nivel de
competencia lingüística de mis estudiantes
en español, pero muchos de mis estudiantes
participan en el programa AVID y ellos tienen
todos los cuadernos de todas sus materias
dentro de una sola carpeta. Esto me permitió
ver también el nivel de competencia lingüística
de mis estudiantes en inglés.
La maestra de lenguaje e inglés como segunda
lengua, Desiree Nuanes comenta:
Puede ser difícil recoger 115 cuadernos para
evaluarlos. Yo uso una estrategia para calificar el
cuaderno: cada dos semanas doy un quiz acerca
del contenido de los cuadernos. Cada estudiante
usa una hoja suelta para tomar la prueba ¡Es
SAVE THE DATE
Soleado—Fall 2015
La Cosecha 2016
November 9 – 12, 2016
Santa Fe, New Mexico
La Cosecha is hosted by
Dual Language Education of New Mexico
1309 4th Street SW, Suite E * Albuquerque, NM 87102
www.dlenm.org
14
mucho más fácil llevar 115 hojas sueltas a la
casa que 115 cuadernos! Estas son pruebas de
10 preguntas acerca de los apuntes y reflexiones
escritas en los cuadernos cada dos semanas.
Los Leones
Nuestra expectativa es que cuando los estudiantes
lleguen a su último año, octavo grado, en nuestro
programa de lenguaje dual, sean expertos en la
creación y organización de sus propios cuadernos.
El maestro Sam Fretwell enseña lenguaje e inglés
como segunda lengua, el maestro Scott Simpson
enseña humanidades en inglés y español y los
maestros Ruth Ramírez-Gurrola y Gilberto Lobo
enseñan matemáticas, álgebra y ciencias naturales
en español. En una reunión del equipo de Los
Leones, los maestros comentaron que encontraron
apoyo en una de variedad de páginas de recursos
acerca de los cuadernos interactivos en Internet.
Sam Fretwell comenta:
Estos cuadernos ayudan a que los estudiantes
adopten la idea de que ellos tienen el control de
su crecimiento intelectual y que sus habilidades
no son fijas, que todos pueden mejorar su manera
de aprender. Además, el uso de cuadernos
interactivos, en español e inglés nos permite
analizar las estrategias que los estudiantes
bilingües usan como aprendientes con un amplio
repertorio lingüístico.
Margie Milburn, maestra y coordinadora de AVID
ha observado una diferencia entre los estudiantes
del programa de lenguaje dual y sus compañeros
que no participan en nuestro programa. Cuando los
estudiantes bilingües trabajan en grupos de tutoría,
el uso de sus apuntes en dos idiomas parece facilitar
la comunicación y la comprensión del contenido.
“¿Y qué harán en la preparatoria si los maestros
no usan cuadernos interactivos?”, les pregunto
a las estudiantes Eva Trevizo y Natalia Delgado
quienes iniciarán su primer año de preparatoria
en el otoño del año 2015. “Creo que seguiremos
usando estas estrategias hasta en la universidad”,
comenta Natalia. “Yo siempre usaré lo que aprendí
al crear mis cuadernos interactivos. Por ejemplo, sé
como tomar los apuntes necesarios para estudiar
y como usar ilustraciones detalladas al aprender
nuevos conceptos. Ya hemos aprendido a aprender”,
concluye Eva.
DLeNM
Promising practices...
—continued from page 7—
The VISITAS process has had a lasting impact on our
instructional practice at Coronado. As María de la
Torre, a first grade teacher, described her learning, “I
wanted to improve my students’ ability to talk to each
other about what they were learning. VISITAS helped
me look at what the students were doing and how my
instruction changed, especially in questioning and
academic conversation.”
Through VISITAS, we found a focus on academic
conversations and our students are now better able
to meet CCSS objectives while developing Spanish
literacy and speaking skills—we see the evidence to
support this. While kindergarten classrooms focus
primarily on vocabulary development in Spanish,
first grade students use sentence frames to explain
math strategies and state opinions. By second grade,
it is not uncommon for a student who spoke no
Spanish when they started Kindergarten to be able to
share their thoughts in Spanish without resorting to
English to express themselves. Teachers advise these
students who are struggling in Spanish, but producing
sustained discourse, by reminding them, “You’re
learning how it sounds. To learn a language you have
to use it.” By third and fourth grade, students are
better able to use these new skills to focus and deepen
their conversations by elaborating and clarifying, and
building on each other’s ideas. By fifth grade, students
expect to be challenged to support their ideas by giving
evidence from the text.
We also find that students are more eager to use the skills
for academic conversations in English once they have
learned them in Spanish. The VISITAS process has not
only helped us improve our teaching practices, it also
benefits our students by creating equity of voice, so the
quiet ones talk more, and the talkative ones learn to listen.
collaboration, and direction to help students take
ownership of the Spanish language and develop
their skills in academic oral and written discourse
in both English and Spanish.
City, E., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009).
Instructional Rounds in Education: A Network Approach
to Improving Teaching and Learning. Cambridge, MA:
Harvard University Press.
Cummins, J. (1996). Negotiating Identities: Education
for Empowerment in a Diverse Society. Los Angeles, CA:
California Association for Bilingual Education.
Zwiers, J. & Crawford, M. (2011). Academic Conversations:
Classroom Talk That Fosters Critical Thinking and Content
Understandings. Portland, ME: Stenhouse Publishers.
Thank You La Cosecha 2015
Top Sponsors!
Soleado—Fall 2015
Our experience supports the research claims about the
benefits of developing biliteracy and bilingualism. As
Cummins (1996) states:
Teachers check in briefly for clarity and
consistency between classroom visits.
…literacy in two languages enhances the intellectual
and academic resources of bilingual students. At an
instructional level, we should be asking how we can build
on this potential advantage in the classroom by focusing
students’ attention on language and helping them
become more adept at manipulating language in abstract
academic situations. (p. 170)
In the coming year, the VISITAS approach
to professional development will continue to
provide Coronado Elementary staff with the tools,
¡Muchísimas gracias!
DLeNM
15
Soleado—Promising Practices From the Field—Fall 2015—Vol. 8, Issue 1
Dual Language
Education of
New Mexico
1309 Fourth St. SW, Suite E
Albuquerque, NM 87102
www.dlenm.org
505.243.0648
Executive Director:
David Rogers
Director of Business & Development:
National Association for
Leslie Sánchez
Multicultural Education
Director of Programming:
(NAME)—Past Achievements,
Lisa Meyer
Present Successes, Future
Aspirations: October 1–4, 2015, in
;
Board of Directors:
Chairpersons—
Loretta Booker
Jesse Winter
Board Members—
Isaac Estrada, Esq.
Mishelle Jurado
Dr. Sylvia Martínez
María Rodríguez–Burns
Barbara Sena
Nick Telles
Flor Yanira Gurrola Valenzuela
... la educación que merecen
todos nuestros hijos.
Editor: Dee McMann
[email protected]
© DLeNM 2015
All rights reserved.
Soleado is a quarterly publication
of Dual Language Education of
New Mexico, distributed to DLeNM’s
FUENTE365 participants. It is protected
by U.S. copyright laws. Please direct
inquiries or permission requests to
[email protected].
New Orleans, LA. For more information,
visit the NAME website at nameorg.org.
; Association of Latino
Administrators & Superintendents
(ALAS)—12th Annual Education
Summit: October 14–17, 2015, in
Albuquerque, NM. For more information
and to register for the conference, please
visit alasedu.org.
;
Texas Association for Bilingual
Education (TABE)—43rd Annual
conference—Biliteracy ¡Ya es
hora!: October 14–17, 2015, in El Paso,
TX. Please visit txtabe.org to learn more.
; World Class Instructional
Design and Assessment—WIDA
2015 National Conference: Pride
in Language—Learn, Reflect, Act:
October 15–17, 2015, in Las Vegas, NV.
For more information, visit WIDA’s
website at widaconference.us.
; Achievement Inspired
Mathematics for Scaffolding
Student Success (AIM4S3™)—
Level I Training: October 20–22,
2015, in Albuquerque, NM. This training
will have a middle school focus, and
space is limited! At $459 per person, the
training includes model overview, theory/
research, supporting data, classroom
demonstrations, and planning time.
Contact Lisa Meyer, [email protected], for
more information.
; Dual Language Education of
New Mexico—20th Annual
La Cosecha Dual Language
Conference: November 4–7, 2015,
in Albuquerque, NM. Join us for our
20th anniversary conference! Register by
September 25 to take advantage of regular
registration rates. For La Cosecha 2015
Schedule of Events, Featured Speakers,
and all the latest conference information,
visit http://dlenm.org/lacosecha.
; Center for the Education and
Study of Diverse Populations
(CESDP )—24th Annual Back to
School Family Institute—The
Many Languages of Family-School
Partnerships: November 6-7, 2015, in
Albuquerque, NM. Families are encouraged
to attend! To learn more, visit www.cesdp.com.
; Project GLAD®—Tier I
Certification: December 3-4 (TwoDay Research and Theory Workshop) and
December 7-10, 2015 (Four-Day Classroom
Demonstration), in Albuquerque, NM.
This DLeNM-sponsored training will
have a middle school focus, and space is
limited! For more information and to check
availability, please contact Diana PinkstonStewart, [email protected].
; Illinois Resource Center (IRC)
and Illinois Association for
Multilingual Multicultural
Education (IAMME)—39th Annual
Conference for Teachers Serving
Linguistically and Culturally
Diverse Students: December 8-11, 2015,
in Chicago, IL. For more information, go
to http://www.thecenterweb.org/irc/pages/f_
events-bilingual.html or call 224.366.8555.
Soleado is printed by Starline Printing in Albuquerque. Thanks to Danny Trujillo
and the Starline staff for their expertise and support!