CABE 2019: Biliteracy field developing strong dual language programs
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This document outlines an interactive workshop aimed at dual language (DL) administrators and teachers, focusing on the importance of biliteracy and how to develop it in various DL program contexts. It provides methods for assessing biliteracy through paired literacy trajectories and emphasizes the need for effective curriculum and instruction to support students' bilingual development. The workshop also includes practical activities, discussions, and resources to enhance educators' understanding and implementation of biliteracy in their classrooms.
CABE 2019: Biliteracy field developing strong dual language programs
- 1. Rebecca D. Field rdfield@casloninc.com Caslon Publishing www.caslonpublishing.com
- 2. Description This interactive workshop is for dual language (DL) administrators and teachers. First we define biliteracy, and explain why DL educators need to focus on biliteracy. Second, we explore how different types of DL programs can organize for biliteracy, with attention to curriculum development and assessment planning. Third, we discuss what counts as evidence of students’ biliteracy development, and articulate the kinds of biliteracy outcomes DL educators can expect.
- 3. Ice Breaker What contexts for biliteracy do we represent? One-way dual language for students from Spanish-speaking homes (or another minority language) Two-way immersion for students from English-speaking and Spanish-speaking homes Dual immersion for students from English speaking homes Spanish for Spanish speakers World language classes Elementary, middle, high school Turn and talk: Introduce yourself to a partner who you will work with throughout this session. Tell your partner the answers to the following questions… 1. What type of context for biliteracy do you work in? 2. What evidence of biliteracy do you collect? 3. How do you use that evidence? 4. What question do you have about biliteracy in your context that you might like to explore? Keep this in mind because we’ll return to it later in the session.
- 4. What is biliteracy? Activity: Vocabulary Notebook Word Connections Where have I heard it? What does it remind me of? Meaning(s) From class From texts (dictionary, articles) Biliteracy Holistic biliteracy framework Paired literacy Trajectories toward biliteracy
- 5. Escamilla et al, (2014, p. 6). A holistic biliteracy framework
- 6. Paired Literacy Biliterate Reading Trajectory Biliterate Writing Trajectory Holistic bilingual reading assessment in action EDL2 and DRA2 Biliterate reading zones Biliterate reading benchmarks Quantitative evidence Holistic bilingual writing assessment in action Literacy Squared writing rubric Bilingual writing strategies at the discourse, sentence, and word levels Qualitative and quantitative evidence Escamilla et al, (2014, pp. 83-138)
- 7. Analyze student writing in Spanish and English, side-by-side. Directions 1. Read Amanda’s writing in Spanish and English. Talk with your partner about what you see. 2. Use the Literacy Squared Writing Rubric to evaluate Amanda’s writing in Spanish and English, with attention to the bilingual strategies she uses. Talk with your partner about what this process reveals. 3. Read the analysis that Escamilla et al provide of Amanda’s writing. What else do you see?
- 11. How can I use samples of my students’ writing in Spanish and English as evidence of biliteracy? 1. Working with other dual language teachers, coaches, and administrators, identify the genres that you want to assess. 2. Make a timetable for when you will collect paired samples of student writing in Spanish, English, or both. Good to collect data before report periods. 3. Collect writing samples in Spanish and English: one week in one language and the next week in the other language. Focus on the same genre and topic. 4. Use the biliterate writing rubric to qualitatively and quantitatively analyze the writing in two languages, side-by- side. 5. Organize a pivotal portfolio that includes samples of student writing in a range of academic genres in two languages. Use the portfolio to collect evidence of student growth over time.
- 12. Why focus on biliteracy? Teachers who know what their students can do with biliteracy are able to… Build on their students’ language and literacy strengths in two languages for learning Accelerate biliteracy development in two languages Provide evidence of students’ trajectories toward biliteracy in reading and writing (Escamilla et al, 2014) Administrators and educational leaders who know what their students can do with biliteracy are able to Provide evidence of student performance and growth in two languages Document effectiveness of DLBE program Share effective biliteracy policies, programs, and practices with other schools, districts and universities. Evidence of biliteracy is power.
- 13. Stories from the field…
- 14. A Multilingual Perspective on Biliteracy Dual Language Programs - One-way - Two-way - Dual Immersion Leadership * Professional learning - Shared responsibility - Teacher/team-directed - Results-oriented cycles of inquiry Assessment and instruction - Holistic, dynamic, side-by-side - Scaffolded and differentiated - Culturally-responsive - Authentic materials and assessments Focus on Biliteracy Biliteracy Curriculum - Holistic, dynamic - Side-by-side ; paired literacy - The bridge and bridging - Biliteracy content and genres
- 15. K-12 pathways to biliteracy: Students first! 1. Programs and accountability systems for biliteracy 2. Curriculum, materials, instruction, assessment 3. Leadership and professional learning Who are the students? • ELLs: monolingual Spanish or other partner home language; SLIFE; indigenous languages • Bilinguals • Non-ELLs: monolingual English home language; vernacular varieties of English K 1 2 3 4 5 6 7 8 9 101 1 12 Biliteracy Seal of Biliteracy
- 16. K-12 pathways to biliteracy: Selecting appropriate types of program 1. Programs and accountability systems for biliteracy 2. Curriculum, materials, instruction, assessment 3. Leadership and professional learning 1-way DL 2-way DL Dual immersion Heritage language World language K 1 2 3 4 5 6 7 8 9 101 1 12 Biliteracy Seal of Biliteracy
- 17. Talk to your partner. • Why might this be a good question to explore? • How might you proceed?
- 18. Identify trajectories toward biliteracy Escamilla et al, (2014, p. 85)
- 19. Results-oriented cycle of Inquiry (ROCI) Focus on biliteracy 1. Teachers and principal set short- term and long-term goals 2. Grade-level teams and individual teachers develop instructional plans to pursue these goals. 3. Teachers act and implement instructional plans 4. Educators implement formative and summative assessment 5. Teachers reflect (discuss observations and assessments) and adjust Dual language teacher meetings Dual language coaches and teachers School leadership team
- 20. Closing What stood out? What did you learn? What can you use? What question do you have? Thank you.
- 21. Resources by Caslon Publishing Beeman, K. & Urow, C. (2012). Teaching for Biliteracy: Strengthening Bridges between Languages. De Jong, E. (2011). Foundations for Multingualism in Education: from Principles to Practice. Escamilla, K., Hopewell, S., Butvilofsky, S., Sparrow, W., Soltero-González, L., Ruiz-Figueroa, O., & Escamilla, M. (2013). Biliteracy from the Start: Literacy Squared in Action. Freeman, R. (2004). Building on Community Bilingualism. García, O., Ibarra Johnson, S., & Seltzer, K. (2016). The Translanguaging Classroom: Leveraging Students’ Bilingualism for Learning. Gottlieb, M. & Nguyen, D. (2007). Assessment and Accountability in Language Education Programs: A Guide for Administrators and Teachers. A Guide for PreK-3 Administrators. Isola, R. & Cummins, J. (in production). Transforming Sanchez School: A Story of Local Control. Valdés, G., Menken, K., & Castro, M. (2015). Common Core, Bilingual, and English Language Learners: A Resource for All Educators.