Language and Literacy Instruction for Spanish/English Emergent Bilingual Learners
April 22 - April 30
April 22–25 and 29 & 30, 2024
Language and Literacy Instruction for Spanish/English Emergent Bilingual Learners: Linguistic Differences between Spanish and English and Their Impact on Language and Literacy Instruction
Participants will learn research-based strategies for effective literacy instruction in programs where content is delivered in Spanish and English, such as dual language bilingual and transitional bilingual education programs.
This interactive institute is designed to provide participants with research-based, effective methods for teaching academic language and literacy to students in grades K-8 in programs where students can learn in both Spanish and English. Classroom practices are framed by an understanding of how Spanish and English linguistic features are the same and different.
The 15-hour institute will provide both live (synchronous) and on-own (asynchronous) online learning over several days. It will include:
- Workshop/webinar sessions with CAL facilitators to understand and discuss effective practice as well as network with other educators with similar priorities
- A culminating project in which participants plan a lesson based on what they have learned
Participants will be able to
- explain why knowledge of the systems is important for teaching in bilingual settings
- identify systems and structures of Spanish and English
- describe cross-linguistic practices
- use methods for teaching students the similarities and differences between languages to promote metalinguistic awareness
The following provides an overview of the institute topics. Practical classroom-based instructional strategies are embedded throughout the presentation.
The Context for Spanish Language and Literacy Instruction
- Participant introductions
- Current trends in the research on biliteracy instruction in the U.S. educational context
- Understanding the value for students of comparing and contrasting Spanish and English
Developing Awareness of Similarities and Differences between Spanish and English
- Building metalinguistic awareness to promote cross-linguistic transfer
- Examining similarities and differences between the languages related to
- Phonology and orthography (sound-letter correspondences)
- Morphology (word parts and word formation)
- Lexicon (vocabulary, cognates and false cognates)
- Syntax (sentence structure)
- Discourse (spoken or written)
- Pragmatics (language use in context)
- Assessing language production holistically
Schedule: April 22–25 and April 29 & 30, 2024 (ALL TIMES ARE EASTERN STANDARD TIME)
|Monday, April 22, 3:00–5:00 p.m.
|Webinar I: The Context for Language and Literacy Instruction in a Spanish/English Dual Language Program
|Tuesday, April 23, 3:00–5:00 p.m.
|Webinar II: Developing Awareness of Similarities and Differences between Spanish and English – Part I
|Wednesday, April 24, 3:00–5:00 p.m.
|Webinar III: Developing Awareness of Similarities and Differences between Spanish and English – Part II
|Thursday, April 25, 3:00–5:00 p.m.
|Webinar IV: Developing Awareness of Similarities and Differences between Spanish and English – Part III
|Monday, April 29, 3:00–5:00 p.m.
|Webinar V: Developing Awareness of Similarities and Differences between Spanish and English – Part IV
|Completion of Project on Own
|3-hour, self-paced project
|Tuesday, April 30, 3:00–5:00 p.m.
|Webinar VI: Assessing language production holistically and Project Presentations
This institute will be held online through interactive webinars and a self-paced assignment.
A project is due for the last class on April 30 (three hours on your own).
Application to Your Classroom
- Design an activity for developing metalinguistic awareness. A sample lesson will be provided. You will share your work with fellow participants on the final day.
- Include: Your Name, Location, Description of your Program and Class
- You will need to address the following:
- What is the target language of instruction?
- What content, theme, and standards are you addressing?
- Which system and structure will you address?
- What is the structure in English; what is the structure in Spanish?
- Provide background: what came before. What other instruction is the language-connection activity embedded in?
- Activity: What activity will you use to compare the structures with students? (Provide photos, illustrations, or descriptions of materials you will use.)
- Follow-up: What will you do as a follow-up to ensure that your students use what they have learned about the structure in the future?
Early bird registration by March 18, 2024: $685 per person.
After by March 18, 2024: $735 per person.
Send two or more people and pay $685 per person.
Certificate of Completion
Participants who have attended all webinars and completed the project will receive a CAL Certificate of Completion for 15 hours, which may be used for continuing education credit, depending on the requirements of your state or district.
PERSONALIZED CERTIFICATES WILL BE ISSUED TWO WEEKS AFTER THE CONCLUSION OF THE INSTITUTE.
Please complete the online registration process to reserve your seat for this institute. Please be aware that your seat at the workshop will only be confirmed once payment is received. If you register multiple participants, please have the name, title, school, and email addresses available before you begin the registration process. We encourage you to register as soon as possible, as many workshops fill up quickly.
Before beginning the registration process, please determine your preferred payment method (credit card, check, or purchase order). When paying by credit card using the online registration system, your seat will be immediately confirmed, and you will receive a confirmation email upon successful completion of the transaction. CAL accepts American Express, Discover, MasterCard, and VISA. For registrations to be paid by purchase order or check, please note that your seat will be tentatively reserved until payment is received. Once the payment is received, you will receive a confirmation email. There will be a fee of $15.00 for each check returned as uncollectible. Purchase orders should be uploaded directly to the registration system or emailed to email@example.com. For payment by check or to pay for purchase orders, please make the check payable to the Center for Applied Linguistics and mail it to: Accounts Receivable, Center for Applied Linguistics, 4646 40th Street NW, Washington, DC 20016.
Registrants: We encourage participants to let CAL know as soon as possible if they do not plan to attend the session. Participants may cancel their registration and receive a full refund up to three (3) weeks before the institute start date by sending an email to firstname.lastname@example.org. After that date, no refunds will be available. However, registrants may choose to receive the institute materials by mail, postpone their attendance to a future CAL Institute, or transfer the registration to another individual up to three (3) days before the course start date. Contact us to discuss your options.
CAL: CAL reserves the right to cancel an event due to low enrollment or for reasons beyond our control. If we exercise this right, we will refund any registration fees you have paid in advance. In some instances, registrants may have the option to transfer their registration to another event. CAL is not responsible for transportation or hotel costs incurred by the registrant.
Fair Use of Materials
Individuals who have completed CAL trainings and workshops have permission from CAL to use materials while providing professional development to educators in their school or school districts. These materials cannot be used to deliver fee-based services. Email CAL if you have questions about the use of CAL materials.