DLeNM's MITOTE

Join us for this comprehensive professional development institute designed to explore dual language programming at the secondary level. You will gain insights into effective advocacy strategies for promoting dual language education in your school community and beyond.  We will delve into best practices for designing, implementing, and sustaining dual language programs in secondary schools. Come elevate your leadership skills to effectively lead and support diverse teams while fostering linguistic and cultural proficiency among students. Empower yourself to drive positive change and create inclusive learning environments that prepare students for success in an increasingly interconnected world.

In this episode, we are joined by a group of distinguished experts: Dr. Ester de Jong – University of Colorado, Denver Dr. Sue Hopewell – University of Colorado, Boulder Dr. Mariana Castro – University of Wisconsin, Multilingual Learner Research Center Mr. Michael Rodríguez – Dual Language Education of New MexicoMembers of the DLBE Research Steering Committee discuss the importance of the DLBE Research Action Agenda (DRAFT) in guiding those interested and committed to better understanding instruction & program implementation. These guests played a key role in organizing and facilitating the 2023 DLBE Researcher Convocation and the 2024 Research Design ‘Gathering,’ where valuable insights and ideas were gathered from over 50 researchers, educators, and foundation leaders. The Agenda is posted on the University of Wisconsin’s Multilingual Learner Research Center’s website and includes a DLBE directory where researchers can add their contact information to be connected with the work moving forward.  Visit:Multilingual Learner Research Center – DLBE Research Action Agenda Coming soon:  MITOTE episodes about the research guided by the DLBE Research Action AgendaYou can contact our guests:  Dr. Ester de Jong – UC, Denver ([email protected]), Dr. Sue Hopewell – UC, Boulder ([email protected]) and/or Dr. Mariana Castro – Multilingual Learner Research Center (University of Wisconsin) ([email protected])Questions about this podcast can be sent to Michael Rodríguez at:[email protected]

Released as part of DLeNM’s Monograph Series in Fall 2023, Navigating Tensions Between Translanguaging . . . looks at how educators must explicitly plan for language instruction across the dual language curriculum.  We’ll examine synchronous vs. asynchronous translanguaging and why pedagogical translanguaging truly helps students utilize their entire linguistic repertoire in the classroom and life. And, we’ll hear why reframing instructional language as a continuum is so important for effective instruction in the DLE Classroom.   For further information on the monograph: Navigating Tensions Between Translanguaging and Separation of Languages in Dual Language Programs Available at www.dlenm.org (2023, Fuente Press-DLeNM)  The monograph is one chapter found in the book, Dual Language Tandem Teaching, available through Velazquez Press.  Get your copy today!   DL Tandem Teaching is anchored in the collective knowledge of DLE Expertise found in:  The Guiding Principles of Dual Language Education - https://www.cal.org/publications/guiding-principles-3/, and;  The National DLE Teacher Preparation Standards – www.EMMAStandards.org.    This Info on the Tandem Teachers found at: https://languageandequity.com/   Questions about this podcast can be sent to Michael Rodríguez at: [email protected]

Dr. Mudambi has  worked as a teacher, administrator, and scholar around issues of DLI and linguistic equity.  An associate of the Multistate Association for Bilingual Education, New England (a DLeNM partner), Dr. Mudambi is launching the consulting firm:  Language & Equity Solutions, where she will continue to partner with and support DLE programs around the country.  In this episode we learn about the seven sides of dual language instruction and what schools need to understand if they are to improve the quality and effectiveness of their dual language instruction and program implementation.   For further information on The 7 Sides of DLI, and Dr. Mudambi’s work, please visit:  Article:  The 7 Sides of DLI is available at duallanguageschools.org (2023, Velazquez Press)  Info on Language and Equity Education Solutions can be found at: https://languageandequity.com/   Look for Dr. Mudambi’s presentation at La Cosecha Conference - Nov 13-16, 2024 in Santa Fe, NM, the National Association for Bilingual Ed Conference. - Feb 20-22, 2025 in Atlanta, GA, and the MultiState Association for Bilingual Ed-New England Conference. - March, 2025 Questions about this podcast can be sent to David Rogers at:  [email protected]

Coauthor of the publication Gentrification of Dual Language, Bilingual, and Immersion Education: Solution-Oriented Research and Stakeholder Resources for Real Integration (Delavan, Freire & Menken, 2024), Dr. Juan Freire provides a clear and concise explanation of three identified categories of gentrification: Demographic Gentrification, Discursive Gentrification, and Programmatic Gentrification.     To review Dr. Freire’s body of work, go to Google Scholar. Contact him at [email protected]. Questions about this podcast can be sent to David Rogers at [email protected]. Mitote (mə̇ˈtōtē)Aztec - an ancient and modern secular round dance; Nahuatl - gathering; Spanish - disturbance, informal = charla/chat

Replacing western education systems with tribal-community-run language programs is a foundational step in helping to increase the number of Indigenous language speakers and supporting its use in the community.  Samuel Catanach (P'osuwaegeh Ówingeh"- Pueblo of Pojoaque) and Patrick Werito (Diné) discuss the important work of community leaders who view language teaching and learning through an Indigenous lens as the best way to strengthen the community language, culture, and way of life for current and future generations.   Further Info on Indigenous language revitalization   Pueblo of Pojoaque website here  Tewa Language Department – contact: Samuel Villarreal Catanach - [email protected].   Info on DLeNM’s tribal language initiatives at: www.dlenm.org, or contact Patrick Werito at [email protected].   Questions about this podcast can be sent to David Rogers at:  [email protected]

Collaboration is essential for effective DLE programming. In this episode, the Tandem Teachers discuss key components for collaboration, as well as their newly released publication DL Tandem Teaching  along with helpful resources they offer. All dual language programs, regardless of their teaching model,  will benefit from this podcast and  the resources offered to plan for effective language allocation and instructional delivery.   Further Info on The Tandem Teachers  Facebook  Website and blog  Publication:  Dual Language Tandem Teaching (March 2024)  Navigating Tensions Between Translanguaging and Separation of Language in Dual Language Classrooms - DLeNM Monograph Series, Volume 7, 2023 Contact: Elizabeth Howard - [email protected], Shera Simpson - [email protected]  Questions about this podcast can be sent to David Rogers at:  [email protected]

In Part 2 of our conversation with Drs. Collier and Thomas, we discuss the importance of longitudinal research and compare expected academic and linguistic outcomes of bilingual and non-bilingual programs. Dr. Joan Lachance joins the conversation to explain plans for the long-awaited second edition of Educating English Learners for a Transformed World.  This updated publication will now have 40% new material, including book-study tools to help school communities reflect, study, and discuss critical issues concerning the education of multilingual/English learner students. Further Information:  Info on Thomas/Collier research & work:  www.thomasandcollier.com SlideDeck for this episode is available here.

Core to the dual language movement of the 90s and early 2000s, Drs. Wayne Thomas and Virginia Collier helped to silence the critics and inform leaders and policymakers of the design and implementation of effective DLE.  This episode’s guests discuss the importance of longitudinal research and compare expected academic and linguistic outcomes of different bilingual and non-bilingual programs for emerging bilingual students.  The Thomas/Collier Graph is discussed and demonstrated in Part 1 of this two-part podcast episode. The Slide deck for this episode is available here.

Expert practitioners explain how Structured Literacy-SL (Science of Reading-SOR) was developed and researched with monolingual English-speaking children in mind, with NO context for multilingual learner-ML students in dual language bilingual education programs. While there have been some positive outcomes with SL/SOR, more is needed to ensure effective literacy for the ML Student in DLBE. In dual language bilingual education, effective literacy instruction needs structured literacy in English AND: a focus on the language comprehension strand of Scaraborugh’s Rope; a focus on a culturally and linguistically responsive classroom environment; a focus on biliteracy - reading development in the partner language, the importance of oracy, intentionally bringing the two languages together for metalinguistic and sociocultural purposes, authentic assessments for multilingual learners developing bilingualism, and biliteracy.

Originally from Monterrey, México, this episode’s guest completed her education in Relaciones internacionales at el Tecnológico de Monterrey and calls Texas home, where she has served the community as a bilingual educator, site administrator, program and professional developer, and now, executive director for the Texas Association for Bilingual Education. Ms. Chapa shares the work that she and TABE are doing to improve and expand bilingual education offerings in her state.  Further Information:    To learn more about Ms. Karina Chapa and the Texas Association for Bilingual Education, visit https://tabe.org/. Consider attending TABE’s Annual Conference in McAllen, TX, Oct. 17-21, 2023 - more info at https://tabe.org/tabe2023/.  Finally, Ms. Chapa will be a featured speaker at the 2023 La Cosecha Conference in Albuquerque, November 8-11, 2023 - more info at www.lacosechaconference.org.

Guests:   Dr. Joan Lachance - University of South Carolina-Charlotte, Director of Educators for a Multilingual Multicultural America (EMMA) Dr. Michael Guerrero - University of Texas-Rio Grande Valley, Co-Director of Educators for a Multilingual Multicultural America (EMMA) Mr. Michael Rodríguez - Executive Director for DLeNM, EMMA Consortium Member Educators for a Multilingual Multicultural America is a special project, supported by DLeNM.  It responds to a  primary challenge of schools and school districts to secure sufficient numbers of highly qualified educators to effectively teach in an expanding number of dual language classrooms. In this session we speak about the National DL Education Teacher Preparation Standards and Project EMMA which is charged support our community with the use of The Standards to guide the development of strong pre-service and in-service educator preparation programs.

Understanding our history means knowing who we are and celebrating the richness of our languages and culture.  From teacher preparation to the use and celebration of our entire linguistic and cultural repertoire in the classroom, come listen to leaders discuss a student-led publication on 50 years of NM History with Bilingual Multicultural Education.  We discuss the excitement of becoming a new educator in the bilingual education classroom.  Bienvenidos al MITOTE.   Further Information:  On the Bilingual Education a través de las voces de los niños y niñas de Nuevo México project and/or the purchase of the student book with the same title, contact [email protected] or Saasha Lambson at [email protected]   On Bilingual Educators Rising Collegiate Club and/or how to enroll in NM Highland University’s teacher preparation, contact Dra. Elisabeth Valenzuela at [email protected]

Linguistic Bias Leads to Misconceptions about the People We Meet  “. . the way we talk is not a socially neutral activity—prejudicial attitudes towards different social groups are often reflected in our perceptions about the languages people use and the ways that they use them. As such, linguistic bias can take many different forms in different situations” (Forrest, 2022). Dr. Shin discusses what UNM’s Lobo Language Acquisition Lab is doing to feed the narrative and to help change linguistic bias.  Further Information:  Lobo Language Acquisition Lab website:  lobolanguage.unm.edu Trainings for teachers (interactive training, online linguistic bias training, available at the LLAL outreach website: bilingualism.unm.edu  DLeNM’s Soleado Articles (related) – available at: www.dlenm.org (Resources-Soleado) Fall 2022 – Rethinking Difference: How Bilingualism Research Helps Us Combat Linguistic Bias – Aster Forrest—Lab Manager, Lobo Language Acquisition Lab; MA student, University of New Mexico Summer 2023 – Broadening Bilingualism: The Case for Deaf Dual Language Education – Devin Tankersley, Researcher, Lobo Language Acquisition Lab; Ph.D. student, University of New Mexico Questions about UNM’s Lobo Language Acquisition Lab and their work in helping to change linguistic bias can be directed to Dr. Naomi Shin at:  [email protected].

Learn about what DLeNM's Summer Institute has to offer. Designed with your professional development needs in mind, this year's institutes feature OCDE Project GLAD®, the AIM4S³™ Math Framework, and Translanguaging as a pedagogy.   Sessions are designed to build your understanding of these powerful frameworks, engage in student-centered instructional strategies for core content areas, deepen your understanding of how to integrate content and language to support English learners and emerging bilinguals, and provide a professional learning event to explore the effective use of translanguaging as an instructional practice.