The key is recognizing that dual language programs are different from other educational settings in three important ways:
1) Dual language programs provided extended educational opportunities through the partner language as well as English;
2) Dual language programs expect teachers to coordinate instruction through both English and the partner language;
3) Dual language students are expected to attain high levels of proficiency in the partner language as well as in English.
These differences set the stage for learning how to successfully incorporate pedagogical translanguaging while retaining the use of monolingual spaces in both program languages.
Specifically, this course addresses the following topics:
- five factors that influence decision-making about instructional language use
- seven cross-linguistic pedagogies designed to promote coordination of content and language learning across English and the partner language
- reframing instructional language use as a continuum with varying degrees of concurrent language use for specific pedagogical purposes
- strategies and tools to support instructional language decision-making that is aligned to your language allocation plan
WHAT ELSE DO YOU NEED TO KNOW?
Dates and Time
October 21-23 from 7-8:30 pm EST
Requirements
All participants must have access to either the book Dual Language Tandem Teaching: Coordinating Instruction Across Languages through Cross-linguistic Pedagogies (2004) or the monograph Navigating Tensions Between Translanguaging and Separation of Languages in Dual Langauge Programs (2024).
Our sessions are hosted via Zoom and require access to a computer. If you have specific needs or would like to request accommodations, please reach out to us at [email protected]. We will do our best to support your accessibility requirements.
*Please note: Zoom does not currently support automatic captioning in breakout rooms, which are commonly used during our workshops. If you need captions available in all spaces, please inform us, and we’ll work to ensure an inclusive experience.
Do you have a group of educators?
LET'S RECAP
Hey, We're Liz and Shera
Tandem Teachers, Thought Leaders, Passionate about Supporting Dual Language Educators
We met ten years ago when we were kindergarten Tandem Teachers at a dual language school in Costa Rica - Liz taught in Spanish and Shera taught in English. Liz had decades of experience in dual language research, teacher preparation, and program design, but had never taught in a dual language program, and had never taught kindergarten. ¿Cómo se dice reality check? Shera was new to dual language but was highly knowledgeable about early childhood education, with mad skills in curriculum design, instructional strategies, and community building.
Working through laughter and tears and building on the complementary strengths that we both brought to the partnership, we created a model for dual language instruction that we have been sharing through conference presentations, our book and blog, and online courses. In the meantime, Liz has returned to academia in the U.S. and has continued with dual language research and teacher preparation. Shera has stayed in Costa Rica and opened her own dual language program, gaining expertise in working with all of the elementary grades and serving as an administrator as well as a teacher.
In short, we form an unparalleled dream team in the realm of dual language coaching and consulting. Liz's extensive experience in research and teacher preparation brings academic rigor and depth to our partnership. Shera's immersion in the practicalities of dual language education offers invaluable real-world insights and solutions. Together, we seamlessly blend theoretical expertise with practical wisdom, enriching the dual language educational landscape through our combined efforts.
