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Plenary Speakers |
No Program Is an Island: Policy Contexts for Immersion Education |
Linguistic and Cultural Pluralism as a Guide for Daily Decision-Making |
How Fluent Should One Really Be: Controlling Against the ‘Contamination’ of the Language |
Integrated Learning Across the Immersion Curriculum |
A Vygotskian Sociocultural Perspective on Immersion Education |
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Archived Content from Conference Held in October 2012
Immersion 2012: Bridging Contexts for a Multilingual World
Pre-Conference Workshops
**Pre-registration required**
Conference participants may choose to register for 1 or 2 pre-conference workshops for an additional fee of $75 each.
Click the workshop title for a description or open them all at once.
Morning Workshops, 9:00—11:30 a.m.
Biliteracy Development in Dual Language Education – Strengthening Bridges between Languages
Thursday, 9:00—11:30 a.m., Kellogg I
Cheryl Urow, Education Specialist, Illinois Resource Center
Karen Beeman, Education Specialist, Illinois Resource Center
Handout and Presentation Slides
This workshop will look at underlying premises and effective strategies for teaching for biliteracy in dual language classrooms and for explicitly teaching students to make connections between their languages. While the focus will be on Spanish – English programs, the strategies and premises are applicable to a variety of dual language program languages.
Experiential, Project-Based Learning for Secondary Contexts: Model United Nations in Spanish
Thursday, 9:00—11:30 a.m., State II
Martha Johnson, Spanish Immersion Teacher, Highland Park Middle School, Saint Paul Public Schools
Nathan Lee, Spanish Immersion Teacher, Anwatin Middle School, Minneapolis Public Schools
Patrick Brown, Spanish Immersion Teacher, Cottage Grove Middle School, South Washington County Public Schools
Elyse Lennington Chaffee, Spanish Immersion Student, Highland Park High School, Saint Paul Public Schools
Marie Sheehan, Spanish Immersion Student, Highland Park High School, Saint Paul Public Schools
Fatema Kermalli Walji, Global Classrooms Program Coordinator, United Nations Association of MinnesotaUNAMN website resources
Presentation Slides (PDF) / Evaluations Handout (PDF)
Immersion teachers share how they use Global Classrooms® curriculum to develop secondary immersion students’ skills in reading, writing, research, and public speaking. Students gain experience in the authentic practice of diplomacy and learn how to appreciate diversity in today’s ever-changing world. All participants will engage in a short simulation to better understand the Model United Nations.
Integrated and Reciprocal Language Learning
Thursday, 9:00—11:30 a.m., Governors IV
Susan Ballinger, Ph.D. Candidate, McGill University
Roy Lyster, Professor, McGill University
This workshop focuses on instructional practices that make stronger connections between first and second languages in order to facilitate biliteracy development and strengthen academic literacy. We describe an ongoing partnership we have with a local school district that has involved the development and implementation of literacy-based learning activities that cross boundaries between French and English classes with the objective of fostering integrated and reciprocal language learning.
Launching a Two-Way Bilingual Immersion Program
Thursday, 9:00—11:30 a.m., Governors II
Ana Hernández, Assistant Professor, California State University San Marcos; Executive Board Chair, Association of Two-Way & Dual Language Education
Rosa Molina, President, Association of Two-Way & Dual Language Education
If you are considering or beginning to implement a Two-Way Bilingual Immersion Program at your school or district, this workshop will provide research-based and field tested strategies aligned to the Guiding Principles for Dual Language Education (Howard et al., 2007). This workshop is designed to assist administrators and educators with the planning and implementation of 90/10 or 50/50 two-way instructional models. The session will outline the following areas: 1) the research; 2) theoretical frameworks; 3) planning strategies; 4) recruitment of students and staff; 5) implementation of program designs; 6) instructional components to become bilingual, biliterate, and bicultural; 7) assessments; and 8) technical support. Although this institute is designed to present a vast amount of information to the participants, it will also include opportunities for table discussions and networking.
Learning Centers in the Primary Grades
Thursday, 9:00—11:30 a.m., Governors V
Rosa Sala-Healey, Kindergarten Teacher, Park Spanish Immersion School, St. Louis Park Public Schools
Kim Wieber du Saire, First Grade Teacher, Park Spanish Immersion School, St. Louis Park Public Schools
What are learning centers? How can I use them to reinforce language and to differentiate instruction? Where do I begin? These questions and more will be addressed in this hands-on workshop. Participants will leave with ideas, materials, and the knowledge to implement learning centers in their own classrooms.
Oral Language Assessments within Indigenous Language Immersion Contexts
Thursday, 9:00—11:30 a.m., State I
Alohalani Housman, Associate Professor, University of Hawaiʻi at Hilo; Director, Hale Kuamo'o Hawaiian Language Center
Katarina Edmonds, Independent Māori Language Education Consultant, Hakoni Limited
Experiences in developing assessments and rubrics to evaluate the oral language proficiency levels of Maori and Hawaiian language immersion students will be shared. The linguistic strengths and weaknesses of students will be presented along with the role that assessments play in native language revitalization efforts.
Principled Decision-Making for Administrators
Thursday, 9:00—11:30 a.m., Governors I
Ester J. de Jong, Associate Professor, University of Florida
In this workshop we will examine the implications of four principles of effective schools to support bi-and multilingualism across different contexts at the school and classroom level. We will use the principles of equity, additive bi/multilingualism, affirming cultural identity, and integration as lenses to examine and assess school and classroom policies and practices and consider ways of moving forward in creating linguistically and culturally pluralist environments for our students.
Repurposing ACTFL's Integrated Performance Assessments for Mandarin Immersion
Thursday, 9:00—11:30 a.m., Kellogg III
Tara Fortune, Immersion Projects Coordinator, Center for Advanced Research on Language Acquisition, University of Minnesota
Molly Wieland, Curriculum Coordinator, XinXing Academy Immersion, Hopkins Public Schools
This workshop will guide participants through the process of adapting ACTFL’s Integrated Performance Assessment (IPA) to intentionally integrate assessment of language, literacy and content learning within an interdisciplinary, meaning-focused curriculum unit. Workshop facilitators will showcase an IPA developed for “Designing Model Membranes”, an Engineering is Elementary® STEM unit repurposed for Gr. 3 Mandarin immersion classrooms by the Minnesota Mandarin Immersion Collaborative.
State Certification of Language Immersion Programs: Promoting Quality Immersion Education
Thursday, 9:00—11:30 a.m., Kellogg II
Nicole S. Boudreaux, Lead Teacher, Lafayette Parish Foreign Language Immersion Programs, Paul Breaux Middle School
Michelle Haj-Broussard, Associate Professor, McNeese State University
Peggy Feehan, World Language Consultant, Louisiana Department of Education
After a brief overview of the sociocultural background of immersion education in Louisiana, this work will focus on issues that led to legislative actions to preserve and privilege excellence in immersion practices. We will then showcase the resulting state certification process developed for all of Louisiana’s immersion programs.
Afternoon Workshops, 1:30—4:00 p.m.
Aligning Thematic Instruction and Language Proficiency
Thursday, 1:30—4:00 p.m., Governors IV
Helena Curtain, Associate Professor, Emerita, University of Wisconsin-Milwaukee
This workshop addresses the perennial immersion challenge of integrating language and content by presenting a template and a process for thematic planning that is tied to language proficiency outcomes. The session will present the elements of an effective thematic unit and will take participants through the process of developing such a unit. The template provides an overarching framework for organizing instruction that includes planning for functional language outcomes, principles of backward planning and elements of narrative design. Practical examples will be shared.
Integrating Content and Language in Secondary Immersion
Thursday, 1:30—4:00 p.m., State III
Stella Kong, Associate Professor, The Hong Kong Institute of Education
Late immersion presents particular challenges as students need to learn to express increasingly complex content through increasingly subject-specific academic language. This workshop will explore how late immersion teachers can use a knowledge structure - text structure approach to support students’ achievement of content-language learning objectives and present their learning in appropriately academic language.
Introduction to Project GLAD (Guided Language Acquisition Development)
Thursday, 1:30—4:00 p.m., Governors V
Nicole Chavez, Program Specialist, Project GLAD National Training Center
Workshop Handouts (PDF)
Project GLAD™ is a curricular model of professional development dedicated to
building academic language and literacy for all students. During our time together,
participants will develop knowledge about our standards-based, curricular model
as an integrated, balanced language approach to language acquisition. Participants
will expand their repertoire of strategies for differentiation that modify the amount
and type of listening, speaking, reading and writing in a language functional
environment.
Leadership Challenges and Opportunities in Dual Language and Immersion Education: Managing Diverse Programs, Reaching Diverse Communities
Thursday, 1:30—4:00 p.m., Governors II
Silvia Romero-Johnson, Principal, Nuestro Mundo Community School, Madison Metropolitan School District
Teresa Carranza, Principal, Midvale-Lincoln Elementary, Madison Metropolitan School District
In this workshop, presenters will share findings from a doctoral case study that aimed to identify the challenges and opportunities that school principals face when leading implementation of dual language and immersion programs as instructional strands. Drawing upon study findings, presenters will outline the skills and strategies principals utilize to facilitate the change process for all stakeholders involved. Presenters will also discuss their professional experiences with leading and managing both instructional strand programs and a charter school.
LinguaFolio®: Using Student Self-Assessment to Build and Document Proficiency
Thursday, 1:30—4:00 p.m., State II
Ann Marie Gunter, World Language Consultant, North Carolina Department of Public Instruction
This workshop will prepare participants to start using LinguaFolio®, a proficiency-based formative assessment tool, with students to document language proficiency, improve intercultural competencies, set learning goals, and manage language learning. Free online resources for materials, professional development, and versions will be shared, including the new checklists in languages other than English.
Program Evaluation Skills for Immersion Educators
Thursday, 1:30—4:00 p.m., Governors I
Julie Sugarman, Research Associate, Center for Applied Linguistics
Participants will learn the basics of program evaluation, including developing an evaluation purpose and questions, engaging stakeholders, collecting and analyzing data on immersion program implementation, and creating an action plan for improvement. Use of the Guiding Principles for Dual Language Education (Howard et al., 2007) as a tool for self-evaluation will be demonstrated.
Second Language Learners, Where to From Here?
Thursday, 1:30—4:00 p.m., State I
Tīmoti Kāretu, Executive Director, Te Panekiretanga o Te Reo, Te Wānanga o Aotearoa
Expanding competency of second language learners in teaching positions is a key challenge for many indigenous immersion programs today. This is of special concern for indigenous language communities who have few fully fluent master speakers of the language. Despite earning an undergraduate degree in an indigenous language from excellent university programs, there are often many gaps in the communicative and cultural competence of second language learners. Where does the indigenous immersion community go as the pool of native speakers ages and passes on?
Systematic and Explicit Literacy Instruction: A Catalyst for Enhanced Language Acquisition and Bi-literacy in Immersion
Thursday, 1:30—4:00 p.m., Kellogg II
Ofelia G. Wade, Director, Utah Spanish & Portuguese Dual Language Immersion Program
Michael Bacon, Immersion Achievement Coordinator, Portland Public Schools
Research points to the importance of strong literacy development in ensuring academic and language outcomes in immersion. Participants will explore issues related to implementing systematic and explicit literacy instruction for both alphabetic and character based languages. Participants will then examine principles for designing literacy programs and high yield instructional practices.
Understanding the Role of Assessment and Accountability in Dual Language Programs
Thursday, 1:30—4:00 p.m., Governors III
Kathryn Lindholm-Leary, Professor, San Jose State University
After reviewing assessment concerns with English learners and English proficient students, we will discuss the importance of an evaluation plan, what data you need to collect, how to interpret and present your data (thinking outside the box), and how to use assessment data to improve instruction.
University of Ottawa's Multidisciplinary Post-secondary Program: From Inception to Maturity
Thursday, 1:30—4:00 p.m., Kellogg III
Marc Gobeil, Director, French Immersion Studies, University of Ottawa
Alysse Weinberg, Professor, University of Ottawa
Workshop Presentation Slides (PDF)
This workshop will describe the implementation of an immersion program at the tertiary level. Looking at the five-year old French Immersion Studies program at the University of Ottawa (Canada), this workshop will focus on the role of the different stakeholders (government, university administration, faculty) who have been involved in the creation of this program; the different levels of student support introduced throughout the years; and pedagogical training for the language teachers. Quantitative and qualitative information about the program’s outcomes will be shared.
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