Enhance your knowledge of linguistic differences
between Spanish and English and their impact on language and literacy
instruction for emergent multilingual learners!

Institute Overview

Participants will learn research-based strategies for
effective language and literacy instruction in programs where content is
delivered in Spanish and English, such as dual language and transitional
bilingual education programs.

This interactive institute, formerly known as Language and Literacy Instruction for Emergent
Bilingual Learners, is designed to provide participants with
research-based, effective methods for teaching academic language and literacy
to students in grades K-8 in programs in which students are afforded the
opportunity to 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 and take place 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

Institute Objectives

Participants will be able to:

·        explain why knowledge of the systems is important for teaching in bilingual settings

·        identify systems and structures of Spanish as compared with English

·        describe cross-linguistic practices

·        use methods for teaching students the similarities and differences between languages to promote
metalinguistic awareness

Curriculum Overview

The following provides an overview of the institute topics. Practical
classroom-based instructional strategies are embedded throughout the
presentation. All materials will be available electronically, including the daily
presentation handout, activities, and resource links.

The context for Spanish Language and Literacy Instruction

·        Participant introductions

·        The Guiding Principles for Dual Language Education (3^rd
edition) https://www.cal.org/publications/guiding-principles-3/

·        Current trends in the research on biliteracy instruction in the U.S.
educational context

·        Understanding the value of comparing and contrasting Spanish and English for
students

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

·        Pragmatics (discourse level language)

·        Syntax (sentence structure)

·        Semantics (words and word parts, cognates)

·        Phonology and orthography (sound-letter correspondences)

·        Assessing language production holistically

Venue

This Institute will be held online through interactive online webinars and a self-paced assignment.

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 follow up to ensure that your students use what they have learned about the structure in the future?

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.

Questions?  Please contact:  solutions@cal.or