A Publication of Dual Language Education of New Mexico

Promising Practices from the Field

Soleado ¡Aquí hablamos todos! Summer 2021 por África Dutor—Maestra de lenguaje dual, Escuela Primaria Bluestone, Escuelas Públicas de la Ciudad de Harrisonburg, VA

Todos sabemos de la importancia del uso del escuelas de España. Desde que son muy lenguaje oral no sólo en el aprendizaje de un pequeños (1 o 2 años) los niños aprenden nuevo idioma, sino también en el desarrollo de a escuchar a sus compañeros, a responder la lectura, de la escritura y de la organización preguntas, y a compartir lo que piensan. Al del pensamiento. Cuando trabajamos con niños principio responden a preguntas simples pequeños, podemos ver con sí o no, un color en nuestras clases quiénes o su propio nombre, son los niños que han para, poco a poco recibido estimulación del responder a preguntas lenguaje oral durante sus más complejas. primeros años de vida y quiénes han pasado Al llegar a enseñar mucho tiempo en silencio. a Estados Unidos, hice lo que hacemos A pesar de conocer la muchos: imitar a teoría, nos encontramos mis compañeras con dificultades para americanas. Y dejé La maestra comienza cada clase con implementar en nuestras una dinámica que anima a los alumnos de comenzar mi día aulas actividades a hablar. con un corro. A los que favorezcan este cuatro meses de haber intercambio lingüístico, mientras cubrimos comenzado el curso, me di cuenta de que todos los requisitos académicos los niños no sólo no conocían el nombre que nos imponen las de sus compañeros, sino que había niños administraciones educativas. que tenían pocas oportunidades de hablar, Inside this issue... Nos vemos obligados a elegir. ya que eran más reservados. Y así es cómo Y, muy a nuestro pesar, con recuperé mis viejos hábitos. ; Cultivating Diné Language demasiada frecuencia no Immersion Teachers elegimos lo que es mejor para Ya sea con una estructura de Morning ; My Language Journey nuestros alumnos. Meeting, de Restorative Justice Circle, o with DLTI cualquier otra filosofía, mi recomendación es comenzar el día con esta dinámica. En ; Increasing Engagement by Desde el principio de mi carrera Tapping Student Feedback como maestra en España, mi clase TODOS los estudiantes participan ; siempre había comenzado mis en el círculo, todos tienen un turno, y Indigenous Dual Language poco a poco voy incorporando objetivos Education: A Journey sesiones con los niños con un “corro”, “círculo”, “asamblea”... lingüísticos en mis lecciones de educación ; La Cosecha 2021 tiene muchos nombres. Para socioemocional. Durante estos círculos, se ; DLeNM’s 2021 Summer mí era lo normal, ya que es ofrece un modelo de respuesta para quien Institutes práctica habitual desde hace lo necesite, y hay apoyo visual tanto de las unos 30 años, especialmente estructuras gramaticales como del diferente en los cursos bajos en todas las —continúa en la página 10— Cultivating Diné Language Immersion Teachers

by Tiffany S. Lee, Ph.D., Vincent Werito, Ph.D., and Melvatha Chee, Ph.D.— University of New Mexico

The families of the Navajo Nation are experiencing Using a community-engaged approach for capacity language shift, when the children’s first language building and local empowerment for parents is no longer Diné (Navajo) and is replaced with and teachers, the primary goal of this project English. Currently, families and communities are is to support this cohort of Diné speakers who in the second or third generation of children who aspire to be teachers through ongoing, sustained are not proficient in professional learning

Promising practices... Promising the Diné language. The via UNM college numbers of speakers courses, the Summer/ are decreasing at an Winter Language alarming rate. Language Institutes and the Family shift is complex and Immersion Camps, can be attributed to onsite instructional the enforced cultural support, and curriculum assimilation policies development. In of U.S. federal and particular, the cohort state governments, the members will be ethnocentric social and encouraged to put cultural attitudes of theory into action non-Native educators and practice planning and policymakers, the for and participating high status of English in immersion-style language, and the teaching during the enticement of modern Summer/Winter Family popular culture through Immersion Camps and media and technology afterschool/community that require the events for parents, youth, primary use of English and other community (Crawford, 1995). members. The 18-hour UNM coursework developed for DLTI will primarily focus on using These factors have severed the intergenerational language immersion methodologies for Diné transmission of the Diné language resulting in language revitalization. Currently, there are no few Diné child speakers and a lack of young institutions that provide such courses for Diné Diné language teachers. Although the Diné language teachers. language is one of the most widely spoken of North American Native languages, it is now an Why immersion? Immersion is a form of bilingual endangered language. In order to work with education in which at least 50% of content-area community members for language revitalization instruction takes place through the target (second) and stabilization, the authors of this article, three language. However, many established Indigenous Diné faculty members at the University of New language immersion (ILI) schools teach 70-100% Mexico (UNM), developed the Diné Language of content through the Indigenous language Teacher Institute (DLTI). (Coronel-Molina & McCarty, 2016). First launched Soleado—Summer 2021 in a few schools serving Native Hawaiian and DLTI is cultivating a cohort of prospective and Diné students in the 1980s, ILI was developed experienced Diné language immersion teachers. —continued on page 3— 2 DLeNM Promising practices... —continued from page 2— by grassroots teams of Indigenous and non- teachers to pursue additional coursework for a Indigenous practitioners and parents to respond bilingual endorsement in Navajo/English. Our to the dual realities of enduring achievement hope is that young Diné speakers and teachers will disparities and a growing trend toward Indigenous help stem the tide of language shift. It is critical language and culture loss—the consequence of a that there be availability of sufficient numbers long history of policies of linguistic and cultural of trained (and certified where applicable) Diné suppression. ILI language is thus a unique teachers/ form of bilingual- speakers to bicultural- reverse the biliteracy current trend of education in language loss/ which all or shift. The long- most academic term goal is content is to have strong engaged through community- the Indigenous and school- language, based programs coupled with Jennie DeGroat of Northern Arizona University leads an online session like Diné a strong Native during DLTI’s 2020 Summer Institute. language nests language and for preschool culture revitalization component. It has shown children, Diné dual language education, and Diné the most success in producing child speakers full immersion community programs. of the Indigenous language (Hinton & Hale, 2001). ILI is unique in the challenges it faces. For a personal account of DLTI’s impact on one Diminishing numbers of speakers and inequitable participant, please see Valencia Edgewater’s access to higher education mean that there are narrative on page 4. few Indigenous-language speaking teachers and those teachers are often second-language learners themselves. ILI programs must therefore “grow their own” teaching staff and curricula—a long-term, resource-intensive process. However, among Diné References communities there are still adult speakers, making Crawford, J. (1995). Endangered Native American this an opportune time to harness their language languages: What is to be done and why? abilities into immersion teaching skills. Bilingual Research Journal, 19(1), 17-38.

Coronel-Molina, S. M. & McCarty, T. L. (Eds.). Soleado—Summer 2021 The DLTI has created an undergraduate certificate (2016). Indigenous language revitalization in the in Diné language education upon completion of Americas. New York, NY: Routledge Press. the course work for cohort members. Additionally, Hinton, L. & Hale, K. (Eds.). (2001). The green DLTI will hopefully inspire Diné youth to relearn book of language revitalization in practice. San their language and Diné speakers to use their Diego, CA: Academic Press. language through community language advocacy initiatives. Course topics include Teaching Navajo in Community and Immersion Settings, Language Curriculum Development for Navajo Communities, Oral Tradition and Language Reclamation, and Navajo Linguistics. Furthermore, the institute will create a pathway for master’s-level licensed —continued on page 3—

DLeNM 3 My Language Journey with DLTI

by Valencia Edgewater—Diné Studies Coordinator, Piñon Unified School District, AZ

My name is Valencia Edgewater and I am Chíshí While I was comfortable finding ways to engage dine’é, of the Chiricahua Apache clan, from the Black the community and teach the language in those Mesa region of the Navajo Nation. After earning a contexts, I became very interested in understanding Master’s Degree in Bilingual Multicultural Education the research that has been conducted on Indigenous from Northern Arizona University, I started using language revitalization. I wanted to understand my training to pass on the Navajo language that language decline in Tribal communities, the effect I learned as a child from my grandmother to colonization has had on our people—my own father

Promising practices... Promising community members and visitors. I taught through was forced to attend boarding schools as a boy, the immersion, speaking entirely best way to deepen conversations in Navajo and focusing on our around social justice, and how to traditional ways of thought. increase the accountability for the Through gestures, images, and the language program we have in place natural environment, I invited my at PUSD. students to learn. I would begin a lesson with the sun, orienting my The classes I participate in through students to the cardinal directions DLTI have brought me together of sunrise, sun passage, sunset, with other relatives (educators) and the North Star. Soon, they in our Diné community who were able to point out the cardinal are helping children and adults directions of the sacred mountains, reclaim our language. Some of my introduce themselves in Navajo, fellow students live, like I do, in the and ask others to do the same. Navajo Nation, while others live in urban centers in Arizona and New Now, I serve as the Diné Studies Ms. Edgewater is at the local windmill Mexico. We study the research on Coordinator for the Piñon Unified to haul water for their horses. language shift and colonization’s School District. PUSD is located in effects on Indigenous communities Piñon, Arizona on the Navajo Nation. We have one all over the United States. We study land-based elementary school, one middle school, and one high teaching practices that connect us with traditional school. I am thrilled to be able to work with teachers ways of teaching and learning. We look at ways to and students to develop proficiency in our Diné understand how language is used in the various language and to deepen our thinking regarding our communities so that we can connect our teaching Diné way of life, our traditions, and ceremonies. practices to community practices. We find ways to walk a fine line in regards to using the tools, I learned about the Diné Language Teacher materials, and strategies used by world language Institute (DLTI) at the University of New Mexico teachers and students and anchor ourselves in a by accident. I was scrolling on Facebook and I saw Diné world view and our traditions. And we learn that LLSS 493 – Issues in Navajo Education was to develop curriculum to use with our students that being offered free of charge. I contacted Dr. Vincent reflects who we are. Werito because I was very interested in the course, but also interested in how to develop and write Best of all, we have a forum to air our frustrations a curriculum for Navajo language and culture. I and our triumphs. We have access to DLTI’s have always been interested in Diné language and professors and instructors for help and advice as instruction. That interest led me to enroll in Diné we face challenges in our school communities. We

Soleado—Summer 2021 College, where I received an Associate’s Degree in are also able to connect with the cultural resources Navajo Language. that DLTI has introduced us to. There are YouTube —continued on page 5— 4 DLeNM Promising practices... —continued from page 4— videos that teach Diné vocabulary. Dr. Jennifer with stable internet connectivity. For those without Wheeler has a video series narrated in Diné on how internet capability, we send out learning packets to make traditional food using traditional cooking every two weeks that contain both content-specific tools made from resources found on our land. learning materials and language activities that can Other videos show how to make clay. We have also be completed at home with other family members. been introduced to books written by Native authors We embed ceremonial teachings in our lessons that detail our shared experiences. and link them to traditional stories. Along with our students, we research the original meanings My own experiences and studies, along with the of those stories and teach accordingly. Most knowledge gained through DLTI and its related importantly, we continue to encourage our students classes, activities, and to speak the language. conferences have informed During the quarantine my work with Piñon USD. and curfews imposed on our communities, we have We have adopted clear found that more parents goals from the Indigenous are sitting with their Language Institute in Santa children as they complete Fe. We encourage students the learning packets. Even and adults to: when the students are online, parents at work in ☐ Nizaad bee y1n7łti' - the kitchen are listening in Speak your language. and participating while their ☐ T'11' 1kw77j9 nizaad children engage with audio chiin7 '9 Ms. Edgewater prepares to facilitate Diné ł - Use the stories during her district’s virtual community and video materials. In this language daily. evening event. way, even in homes with ☐ Noos4ł7 nizaad bee no Diné speaker-models, bich'9' y1niłti' - Raise our children in the students are still able to practice the language. languages. ☐ Nihizaad bee yádeelti’go éiyá nihinaag0=, Interestingly, as part of my efforts to survey our nihizaad bee yá’áti’doo- Create a language- students regarding our Diné language teaching, speaking community. I found that the students in the middle school were interested in learning to type using Navajo We have also established simple rules for both orthography. I used that interest to first make speakers and learners to follow to support more a connection to various vocabulary words and wide-spread proficiency in our community: phrases and how they sound. We spent several days focused on oral practice. Then, I showed them the ☐ Do not criticize pronunciation, correctness, written word and had them practice using word-

or dialects. processing tools. They loved it! Soleado—Summer 2021 ☐ Encourage each other; don’t let criticism stop you from learning. Sometimes the work to revitalize our language feels ☐ Learn to speak and communicate; learn pretty overwhelming. There are so many challenges ABOUT the language later. in a public-school setting. But I am committed to finding the research and strategies to make ☐ Remind speakers to use and stay in the language. sure that the Navajo language and way of life are passed on to future generations. My education at Even as the COVID-19 pandemic has impacted Northern Arizona University under the mentorship both our community and our schools, we continue of Jennie DeGroat, my experiences in community to encourage and support these efforts. We teaching and learning, and my participation in the emphasize oral language development by using Diné Language Teachers Institute motivate me and immersion strategies, even on our online platforms. inform my efforts. I do this for my own children —continued on page 5— Diné language time is scheduled for those students and for my community. DLeNM 5 Tohuehuetlahtolli, tonemiliz Increasing Engagement by Tapping Student Feedback Comunidades sin fronteras: Building on our Linguistic and Cultural Capital to Ensure Equity by Lisa Meyer—DLeNM, in collaboration with Jennifer Novicki, Jennifer Orellana, and Nihizaad baahasti' Gabriela Unger—Teachers of Mathematics, Washington Middle School, Albuquerque Public Schools, NM

“How can we get more insight into what would participation, increase student voice, and make LHyabrid DCualo Lansguaege Cconfherenace best help our students?” asked the members of the math more relevant for them. math department at Washington N O V E M B E R 1 0 - 1 3 Middle School (WMS) in Join us for La Cosecha 2021 as we come together to share current Albuquerque, New Mexico earlier

Promising practices... Promising theory, best practices and resources, and build networks to fuel our this semester. Their answer, “Let’s community's efforts for a better future for our children! ask the students and see what we find out.” With all of the challenges with remote learning, this seemed like the best way to inquire into what was supporting student learning, hindering their learning, and what students would like to see changed.

The math team had come together 2021

with Erin Mayer and me, both FEATURED Dolores Huerta Jimmy Santiago Baca 123 Andrés Jim Cummins 3 Dolores Huerta Foundation American Poet Teaching Artists and Songwriters Professor Emeritus AIM4S ™ math developers, to explore Image #1: Teachers at WMS brainstormed student successes and SPEAKERS Community Organizer University of Toronto challenges with remote learning using Jamboard. the challenges of their current reality and how to best address them. This first session began with a brainstorm of successes Once they identified the focus area, the next and challenges that the teachers identified with question was what strategies or activities having all students in remote learning. (See they could plan that would increase student image #1.) Many of the challenges teachers and engagement. Erin Mayer, one of the math trainers, students faced were things that they could not mentioned that she had received some invaluable directly control. Technology glitches, families in feedback from her students when she had asked them directly what supported their online Kathy Escamilla Wayne Thomas & Mariana Castro Francis Vigil Professor, Project Director, BUENO Virginia Collier Director of Academic Language Tribal Education Specialist learning. The math team jumped on this idea and Center for Multicultural Education Professors Emeritus and Literacy Initiatives – WIDA National Indian Education Association George Mason University decided to get input from their students and bring this back to the next session to share with SUGGESTED FUNDING SOU RCES: Title I * Title IIa * Title III DLE Program Development each other. Migrant Education Special Education Services Professional Development Pre-K DLE Program Development & Instruction Indigenous Language Immersion Federal School Impr ovement Funding Asking students to share their Dual Language Immersion Image #2: Teachers identified student engagement as experiences as a learner is Academic Language Development their biggest challenge. Biliteracy, Oracy, and Oral Language Development an example of Continuous 2021 Approaches to English Language Development 2CONVENTION CENT0ER 2Integrated Technology and1 Virtual Instruction Feedback, one of the Key Leadership, Policy, and Advocacy crisis, and the lack of in-person contact were areas FEATURED Research Instructional Principles in the they were addressing as best as they could. As Cultural and Linguistic Responsiveness and Equity math framework Achievement STRANDS Family and Community Partnerships the animated discussion continued, the teachers Inspired Mathematics for identified student engagement as the biggest Scaffolding Student Success challenge that they could impact. (See image #2.) Early Registration Deadline – July 15 Soleado—Summer 2021 (AIM4S3™). As part of The teachers were anxious to find way to shift what instruction, we as teachers they were doing with students to encourage more La Cosecha 2021 will be a hybrid event, comprising both an in-person and a virtual —continued on page 12— conference. In-person activities will take place in Albuquerque, NM. Currently registration is open for Virtual Registrations ONLY. We anticipate in-person registration to open in August. 6 DLeNM W W W . L A C O S E C H A C O N F E R E N C E . O R G Tohuehuetlahtolli, tonemiliz Comunidades sin fronteras: Building on our Linguistic and Cultural Capital to Ensure Equity Nihizaad baahasti'

LHyabrid DCualo Lansguaege Cconfherenace N O V E M B E R 1 0 - 1 3 Join us for La Cosecha 2021 as we come together to share current theory, best practices and resources, and build networks to fuel our community's efforts for a better future for our children!

2021

FEATURED Dolores Huerta Jimmy Santiago Baca 123 Andrés Jim Cummins Dolores Huerta Foundation American Poet Teaching Artists and Songwriters Professor Emeritus SPEAKERS Community Organizer University of Toronto

Kathy Escamilla Wayne Thomas & Mariana Castro Francis Vigil Professor, Project Director, BUENO Virginia Collier Director of Academic Language Tribal Education Specialist Center for Multicultural Education Professors Emeritus and Literacy Initiatives – WIDA National Indian Education Association George Mason University

SUGGESTED FUNDING SOU RCES: Title I * Title IIa * Title III DLE Program Development Migrant Education Special Education Services Professional Development Pre-K DLE Program Development & Instruction Indigenous Language Immersion Federal School Improvement Funding Dual Language Immersion Academic Language Development Biliteracy, Oracy, and Oral Language Development 2021 Approaches to English Language Development 2CONVENTION CENT0ER 2Integrated Technology and1 Virtual Instruction Leadership, Policy, and Advocacy FEATURED Research Cultural and Linguistic Responsiveness and Equity Family and Community Partnerships STRANDS Early Registration Deadline – July 15

La Cosecha 2021 will be a hybrid event, comprising both an in-person and a virtual —continued on page 12— conference. In-person activities will take place in Albuquerque, NM. Currently registration is open for Virtual Registrations ONLY. We anticipate in-person registration to open in August. W W W . L A C O S E C H A C O N F E R E N C E . O R G Indigenous Dual Language Education: A Journey

by Trisha Moquino—Co-Founder and Education Director, Keres Children’s Learning Center, José Azul—Director of Heritage Languages, DLeNM, and Mara Matteson—Administrator, KCLC

The opening of the Keres Children’s Learning Since KCLC adopted dual language programming Center (KCLC) in September of 2012 brought to five years ago, our administration and staff have the Pueblo de Cochiti a community effort to push experienced both the successes and challenges back on the intrusion of English in our cultural and of implementing an Indigenous Dual Language traditional way of life. KCLC became the epicenter Education (IDLE) program that involves both a written language (English) and an oral language Promising practices... Promising of a focus on maintaining and revitalizing our Keresan language by intentionally shifting our focus (Keres). We have experienced growing pains and to teaching and learning our heritage language. The have had to learn difficult lessons in order to school’s mission statement says: best serve and support the mission of the school. There has also been KCLC strives much to celebrate: a to reclaim our growing number of children’s education families have chosen and honor our an education pathway heritage by using that does not require a comprehensive that their children cultural and give up their heritage academic language in order to curriculum to assist be in school. And, our families in nurturing children are emerging Keres-speaking, Keres speakers. holistically healthy, community-minded Indigenous and academically Dual Language strong students. Keres Children’s Learning Center welcomes Ms. Indian World. Education (IDLE)—A In 2015, KCLC adopted a Dual language Education Journey and Some Considerations: Keres (DLE) program model at the elementary Children’s Learning Center level to complement our early-childhood immersion classroom. We felt that dual language The lessons we have learned have culminated in programming would provide teaching and learning a document that has been created with support support toward our mission. and guidance from Drs. Christine Sims, Carlota “Penny” Bird, and Rebecca Blum Martínez of As defined by the Guiding Principles of Dual the University of New Mexico to help clarify Language Education (Howard et al., 2018), Dual how DLE models differ for Indigenous language Language Education (DLE), is a form of bilingual programming in New Mexico versus models that education where two languages, the dominant include English and other world languages such language (DL) and the target language (TL) are as Spanish or French. This article provides an used to teach literacy and academic content overview of the document. in a school setting guided by its three pillars: bilingualism and biliteracy, academic achievement, and sociocultural competence for all students. Its Indigenous Dual Language Education (IDLE) four types of DL programs are defined by their programs need to reimagine the three DLE

Soleado—Summer 2021 population. DLE programming has offered much principles of bilingualism and biliteracy, academic hope and inspiration to the movement to revitalize achievement, and sociocultural competence. Indigenous languages. —continued on page 9— 8 DLeNM Promising practices... —continued from page 8— World languages achieved world-language status (Indigenous) language, one-way programs focus by virtue of conquest. Thus, world languages on oracy, the ability to express oneself in speech. serve the conqueror in order to perpetuate the This assets-based approach accentuates the dominant culture. In sharp contrast, Indigenous knowledge, life experiences, memories, history, languages are being revitalized to serve the original ancestral ways, and traditional practices elders and speakers—the people of the Indigenous-language fluent speakers carry with the language. Indeed, community. It is not a tool to learn English, as there are strengths in having an oral tradition that revitalization efforts are intentional to fend off the does not exist in a literacy-based tradition, and impacts of colonialism and the globalization of therefore, is not recognized by the world view English with its assimilationist agenda. The intent expressed in English. But we must be clear: harm is to ensure that learners will be able to speak their to oral languages has occurred and continues to heritage Indigenous languages fluently, pass them occur. The generational trauma that exists in our on to the next generation, and thus sustain their communities is a result of settler colonialism and Indigenous languages and cultures for generations the attempted erasure of Indigenous peoples. Our to come. Fluency in the community’s language languages and their speakers have been assaulted, supports a positive sense of identity that is rooted yet, even under assault the languages remain in how our own people socialize and nurture strong. Achievement in the Indigenous language our children; it is a form of resistance to the involves the ability to understand and participate overwhelming influence of the dominant culture in Tribal traditions and experiences that will and language. This is why we feel Indigenous Dual sustain the community for generations. Language Education (IDLE)—A Journey and Some Considerations: Keres Children’s Learning With respect to the sovereignty and autonomy of Center is important to share. all Indigenous communities, there are some non- negotiables that we present for consideration in Language shift is real. It happens when parents the implementation of Indigenous Dual Language stop using their Indigenous language in the Education. These non-negotiables, with included home in favor of the language of power, in this guidelines for implementation, have been case, English, or when grandparents use it to developed with years of trial and error, experience, communicate with their grandchildren. In these and refining. All tribal communities, with space to cases, we see how this practice in the home, as grow and create and guided by the specific needs well as through our current educational system, and wants of the community, should consider continuously affirms and defines success as these non-negotiables in implementing their own students’ exclusive proficiency in spoken and programs. They include language ownership, written English. This shift to English perpetuates teaching models that address the particular goals assimilation into the dominant culture and of the program, and critical partnerships to erases the cultural and linguistic richness of our provide support and direction. More detail and communities. For the heritage (Indigenous) discussion of the non-negotiables can be found in language, the focus for language learning is for Indigenous Dual Language Education (IDLE)—A Soleado—Summer 2021 social purposes, to communicate from generation Journey and Some Considerations: Keres to generation, to maintain their lifeways. For this Children’s Learning Center. Get your copy of this reason Tribes/Pueblos must focus on the speakers free resource by visiting www.kclcmontessori.org in of the language; energy and resources should Summer of 2021. Please share with your networks be focused on creating new speakers to create and colleagues. an intergenerational bridge with our precious languages. Thus, for Indigenous dual language References programs, bilingualism and biliteracy involve a singular and deeper focus on the development Howard, E. R., Sugarman, J., Christian, D., Lindholm- Leary, K., & Rogers, D. (2018). Guided principles for dual of oral language use in family and community language education (3rd ed.). Washington, DC: Center for contexts. Because most Indigenous languages Applied Linguistics. https://www.cal.org/resource-center/

in New Mexico are not written, many heritage publications-products/guiding-principles-3

DLeNM 9 —continuación de la página 1— iguales. Un grupo se sienta formando un círculo vocabulario que pueden necesitar. Los estudiantes mirando hacia el exterior del mismo, y el segundo ganan en confianza, ya que es una forma segura de grupo forma un círculo enfrentado al primero, de participar en la clase y de practicar el lenguaje oral. modo que cada estudiante está sentado enfrente de un compañero. Si son impares, entonces yo Otra de las mejores adiciones en mi caja de participo con ellos como uno más, lo cual no sólo herramientas docentes y que recomiendo probar es muy divertido, sino que me da información a todo el mundo, nació después de asistir a una muy válida de cómo se desenvuelven los diferentes sesión de desarrollo estudiantes en una profesional basada situación 1:1 y la en las técnicas de posibilidad de servirles introducción de de modelo.

Promising practices... Promising vocabulario del programa ExC-ELL de Practican la primera Margarita Calderón palabra con ese (http://exc-ell.com/). compañero/a, y antes Al día siguiente de esta de presentar la siguiente sesión, creé mi primer palabra, los estudiantes set de diapositivas de que están sentados en vocabulario siguiendo la parte exterior del este modelo. Lo que Esta diapositiva de vocabulario es un ejemplo de la técnica círculo, se desplazan un comenzó como una de introducción de vocabulario que también sirve para provocar conversaciones. lugar hacia la derecha, práctica para nuevas de modo que todos palabras de vocabulario, se ha convertido en una de tienen un nuevo compañero. Estas rotaciones de las mejores actividades de conversación para utilizar estudiantes aportan a la actividad tanto las ventajas diferentes estructuras gramaticales, y también para de las parejas heterogéneas como las ventajas de las compartir estrategias de comprensión. parejas homogéneas: En este modelo, se presenta al grupo la palabra ☐ Cuando tenemos estudiantes con diferentes nueva, y estos la repiten tres veces (esto ayuda niveles, uno sirve de modelo al otro. bastante con la pronunciación). La maestra lee ☐ Cuando tenemos estudiantes con el mismo un fragmento de un texto que se va a trabajar nivel, sirven de estímulo el uno al otro. después en clase y que incluye la palabra, una ☐ Tienen la posibilidad de trabajar con definición extraída directamente de un diccionario estudiantes con los que sienten diferente nivel de y otra más sencilla adaptada a la edad de los confort, y terminan estableciéndose relaciones niños. Entonces se proporciona una estructura nuevas entre los miembros del grupo. de oración que incluye el nuevo término para que los estudiantes practiquen con un compañero ☐ Aporta dinamismo y movimiento a la clase, durante 60 segundos. Para esto hacen “ping-pong”, y es divertido. el estudiante A produce una frase, rápidamente le sigue el compañero B, y así sucesivamente hasta Después de utilizar esta estrategia para presentar que termina el tiempo. El objetivo no es que las nuevas palabras de vocabulario durante algún frases sean 100% correctas, sino que utilicen la tiempo, pensé: ¿por qué no utilizarla también palabra el mayor número de veces posible. en algunas de las actividades que hacemos para presentar nuevas estrategias de lectura? Y así lo Después de poner esta dinámica en práctica unas hice. Casualmente, durante una de esas sesiones, cuantas veces, decidí que funcionaría mejor en mi mi directora entró a observarme. Todos los niños

Soleado—Summer 2021 clase si añadía unas cuantas modificaciones. Una estaban emocionados participando en la actividad, de estas modificaciones es la disposición de los todos hablando en español, y, lo más importante estudiantes. Divido a los estudiantes en dos grupos —continúa en la página 11— 10 DLeNM Promising practices... —continuación de la página 10— ¡todos hablaban! La directora conocía a este es bastante más aburrido que participar todos a la grupo de niños de cuarto grado desde que estaban vez, sino que además limita muchísimo los minutos en kínder, y quedó sorprendida de ver cómo de producción oral. Entonces tuvimos acceso a las algunos de los más tímidos estaban participando breakout rooms en nuestras reuniones de clase. Y sin importar quién fuera el compañero o desde entonces mis estudiantes tienen la oportunidad compañera con el que les tocaba compartir. de ir allí a practicar sus oraciones durante 60 segundos. Cuando vuelven, pido a un par de Y… después de haber encontrado la fórmula estudiantes que compartan una frase que produjo su para hacer que mis estudiantes produjeran más compañero/a, y de esta forma ellos saben que deben lenguaje oral sin dejar de lado los estándares trabajar en ese tiempo. No es perfecto, y estoy segura del estado, llegó ¡la enseñanza virtual! ¿Y ahora de que no todas las parejas aprovechan el tiempo qué? Una de mis mayores preocupaciones como deberían, pero las clases son más dinámicas, era cómo iba a conseguir que mis estudiantes y yo puedo ver cómo su español sigue mejorando a produjeran lenguaje oral en un entorno en el pesar de las restricciones del tiempo. que no se sentían cómodos, con sesiones de una hora de conexión diaria (dividimos a nuestros En unas pocas semanas estaremos todos de vuelta en estudiantes en grupos de 10), cuando tenía niños el edificio, y no puedo parar de pensar cómo voy a que no se atrevían a salir en cámara, otros que adaptar esta estrategia para cumplir con la normativa no querían abrir el micrófono para hablar y de seguridad para evitar los contagios de COVID, pero otros que salían de la reunión llorando cuando estoy segura de que encontraremos la forma de hacerlo. les tocaba participar. No os voy a engañar. Estoy segura de que me váis a creer si os digo que ha sido difícil. Pero lo hemos conseguido. Tras dos o tres meses de arduo trabajo, todos teníamos la cámara encendida, nadie se iba llorando, y todos LA COSECHA hablaban con el micrófono abierto (en lugar de LAPIS SPONSOR usar el chat). Aunque tengo que reconocer que hay un estudiante en particular que cada vez Supporting the Pillars utiliza más inglés. La perfección no existe. of Dual Language Education Standards-based instruction features powerful technology, A pesar de estar virtuales y del poco tiempo, resource parity, and home–school connections in support of dual language and sociocultural development. uno de los principales objetivos para mi distrito escolar es cuidar el aspecto socioemocional de los estudiantes, así es que nuestros círculos han seguido ocupando una parte importante de nuestro día. Como estoy en un programa de Benchmark Education

Biliteracy & Bilingualism Soleado—Summer 2021 lenguaje dual 50/50, la mitad de los días hacen has taken the lead on the development of quality, el círculo con mi compañera de inglés y la otra standards-based, authentically mitad conmigo en español. Presentar la pregunta written Spanish Language Arts materials. They have delivered y un modelo de respuesta fijo en la pantalla ha in a very big way! sido una de las mayores ayudas en este ámbito, y —Rosa Molina, Executive Director of the Academic Achievement Association of Two-Way & Dual Language no sólo ha contribuido a mejorar su producción Education (ATDLE) oral, también su fluidez leyendo en voz alta.

Con respecto a la práctica de las palabras de vocabulario/intercambio rápido de ideas, Sociocultural Competence comenzamos haciéndolo todos juntos, tomando B e n c h m a r k e d u c a t i o n c o m p a n y turnos para que todos participaran. Esto no sólo Call toll-free: 1-877-236-2465 • Visit our website: www.benchmarkeducation.com PHOTO CREDITS: A: LEOPATRIZI/GETTY IMAGES; B: LUMINOLA/GETTY IMAGES; C: VAKS-STOCK AGENCY/SHUTTERSTOCK

B8542 DLeNM 11 B8542_La_Cosecha_Newsletter_ad.indd 1 4/22/21 10:01 AM —continued from page 6— routinely use formative and summative assessment platform where teachers can write their own data to inform instruction. We share feedback questions or use kahoots that other teachers with our students on what they can do to improve have already written. Students wanted help with their study skills and understanding of the content. fractions, decimals, and mixed numbers. Many Rarely, do we ask students for feedback on class preferred not having cameras on, as they were routines, how information is presented, and how self-conscious about themselves on camera or we can best support their learning. By not asking their surroundings, and they found themselves students for feedback, we miss out on a wealth more distracted at home than at school. A number of information that can guide our instruction, of students mentioned enjoying office hours to strengthen our classroom get one-on-one support. A culture, and improve student surprising number of students

Promising practices... Promising outcomes in our class. asked to include more art or drawing in class. Below, Jennifer Novicki, Jennifer Orellana, and Gabriela Unger One of the challenges from the WMS math team Ms. Orellana faced when share their learnings from this reviewing the responses was experience including what that what one child liked they found out from their another did not. For example, students, how they adjusted some students found online their instruction based on this learning more difficult, while information, and their reflections others found it easier than in- on the process. It is our hope that person learning. While most this information could be helpful students enjoyed drawing, a Image #3: Teacher Jennifer Orellana used for other teachers. this open-ended response form to gather couple asked for less art. Some information from her students. students enjoyed how much Jennifer Orellana time they had to work by themselves while others missed partner and group Jennifer Orellana teaches sixth-grade math in work. This information reinforced for Ms. Orellana English. She decided to use a Form to get the importance of doing a wide variety of activities information from her students using an open- to support the range of learners in her classroom. ended response format. (See image #3.) The There is no match that fits everyone. questions that she asked were: ☐ What can I, as your teacher, help you with Based on the students’ feedback, Ms. Orellana this year? lowered the number of tech tools that she was ☐ What do you like best about online learning? using and the number of windows that students needed to have open at one time. This decreased ☐ What do you like least about online learning? the number of students facing connectivity ☐ What activities in class help your learning issues and increased engagement, though WIFI the most? lags continued to be an issue. She continued to ☐ What activities should we do more of to incorporate games as much as possible. She also help your learning? included more sketching in their problem-solving ☐ What activities should we do less of? and vocabulary work. She is currently exploring Sketchnoting as a notetaking strategy that might be When she reviewed her students’ responses, some a good match for many of her students. recurring themes were frustration with slow WIFI Soleado—Summer 2021 and being on the computer so much. Many enjoyed Looking back, she would have done a survey like the videos, breakout group activities, online games, this once a month to get more regular feedback and specifically Kahoot! Kahoot! is a game-based —continued on page 13— 12 DLeNM Promising practices... —continued from page 12— from students. She also would have shared the eighth grade accelerated math and gifted math. questions with students ahead of time to get their Ms. Novicki developed a routine using Google input and ideas on what topics were important Forms that included a grade check and reflection to be on the survey. She believes there is power from students. The form included feedback from in students seeing that their input is valued and students on activities that they were doing in class that their math teacher is interested in how they and information to help her with groupings. An are doing—not only with math but personally as important element to this form was the work she well. The survey proved to be an effective way to had done previously to build a classroom culture communicate that. that supports students in giving honest feedback. She had also set a collaborative norm for students Gabriela Unger to work with different classmates throughout the semester. Her questions included: Gabriela Unger teaches the seventh-grade special education math classes. Thanks to the smaller ☐ What can I do as your teacher to better number of students in her classes, she decided to support your learning? (short answer) use class discussion to get feedback from students. ☐ What do you like best in distance learning? She considered using the chat and (short answer) but had some students who were reluctant to ☐ What activities should we do more of to participate in this type of written feedback. When help support your learning? (multiple choice) she first started the discussions, students were What activities should we do less of? Why? often very quiet, and it was hard to get information (short answer) from them. She started doing a quick check-in on Fridays regarding the tech tools that they were ☐ If you were placed in a group, who in this using. The students connected to language around class do you feel you could work well with? “hate it, love it, and in-between”. Ms. Unger found Who would you prefer not to work with? that student feedback increased with this format. (short answer) ☐ Open StudentVue. Record your math She had been trying different websites and tech grade. Record your math strategies grade. tools to build engagement but found that students (multiple choice) were overwhelmed and preferred that she use just ☐ Choose the statement below indicating if a few tools. Students enjoyed Kahoot! and found you need to attend office hours and, if you do, a fun way to do interactive activities what time you will be attending. with vocabulary and graphing. There were other (multiple choice) websites she used that the students didn’t enjoy or found too babyish, so she stopped using those. Ms. Novicki’s students shared with her that they Now that they are back in face-to-face instruction, liked the instructional videos that she recorded for

students are appreciating the opportunity to do Soleado—Summer 2021 them to watch outside of class. She was actually more paper-pencil work and less on computers. She surprised at this so it was helpful feedback to is still working on engaging her students and finding know that the time invested to make these was ways to increase participation and student voice. worthwhile. Her sixth graders told her they were tired of working so much on the computer, so Ms. Unger would recommend that teachers consider she developed a roller coaster building project the specific students in the class to determine the and had parents pick up the materials at the most appropriate format to elicit feedback. She school. Students were quite excited about this found it was important to be persistent and to keep task. They appreciated Ms. Novicki’s attention to it short and manageable for everyone. pausing, doing problems, and polling them to see how they were doing in class and how they were Jennifer Novicki feeling about the work. Students shared that they

Jennifer Novicki teaches sixth, seventh, and —continued on page 14— DLeNM 13 —continued from page 13— didn’t like the digital notebooks they were using to record some of their work. She adjusted the format in and students liked these changes. She is trying this strategy again, incorporating the changes. A number of students also shared that they enjoyed explaining how they solved a problem using FlipGrid, so she continued to include this in her instruction.

Ms. Novicki found that asking some questions in a multiple-choice format gave her more detailed Promising practices... Promising information and made reviewing students’ responses easier for her. This was especially true with the question about which strategies they should do more of in class. Taking the time to list specific things they had done in class for this particular question paid off—she received much more information from every student who filled out the survey. It also supported students in filling out the open-ended question Image #4: Ms. Novicki’s open-ended questionaire provided much-needed direction for her instructional planning. that asked which activities they should do less of since the list was included in the previous question. (See image #4.) Other multiple-choice questions that made it easier to respond to asked for the students to report their grades. The list of possible responses allowed for more consistent reporting. The times offered in the question regarding potential office hour appointments, likewise, made it easier for students to choose and set up a clear expectation for them to attend. (See image #5.)

Final Thoughts Tapping our students for feedback is a powerful way to maximize our planning, have students reflect on their learning, and assure them that their voice matters to us. An important step is sharing what we learn with the students and highlighting how we are using this information and incorporating it into our lessons. Building Image #5: Multiple-choice questions allowed for more a positive classroom culture with high consistent reporting and a way to ensure student attendance during office hours. expectations for students that includes routines for continuous feedback cycles leads to higher learning and engagement on the part of students For more information about AIM4S3™, and teachers. We all want to feel like our voice visit https://www.dlenm.org/what-we- do/instructional-support-and-resources/

Soleado—Summer 2021 and opinions matter. aim4s3-math-framework/ or email [email protected].

14 DLeNM

Soleado—Promising Practices From the Field—Summer, 2021—Vol. 13, Issue 4

Dual Language Education of New Mexico PO Box 91508 Albuquerque, NM 87199 www.dlenm.org 505.243.0648

Executive Director: David Rogers Director of Development: Leslie Sánchez Director of Programming: Lisa Meyer Director of Operations: Michael Rodríguez Director of Heritage Languages ; Dual Language Education José Azul Cortés of New Mexico—2021 Virtual Summer Institutes: May 27 -28, ; UNM College of Education June 1-2, and June 3-4, 2021. —ESL Endorsement summer Board of Directors • Achievement Inspired institute: June 1-July 16, 2021 in a Executive Committee: Mathematics for Scaffolding virtual format. Chairpersons: Student Success (AIM4S3™) For more information, contact Dr. Carlos Loretta Booker May 27-28, and June 1-2, 2021. LópezLeiva at [email protected]. Sylvia Martínez Learn dynamic ways to create engaging Secretary: and motivating math experiences. Adrián Ávila For more information and to register, ; Association for Two-Way & visit www.dlenmsummerinstitute.org. Dual Language Education (ATDLE) Treasurer: —Annual 2021 National 2-Way Al Gurulé • OCDE Project GLAD®, Dual Virtual Bilingual Conference: Language, and Tribal Language June 28-30, 2021. Institute: June 3-4, 2021 For more information, please visit Strengthen and expand your https://atdle.org. understanding and implementation of best practices for language learners. For more information and to register, Editor: Ruth Kriteman ; Dual Language Education visit www.dlenmsummerinstitute.org. th [email protected] of New Mexico—26 Annual ; UNM College of Education La Cosecha Dual Language © DLeNM 2021 with NM public education dept— Conference: November 10-13, 2021 All rights reserved. in Albuquerque, NM with in-person Spanish Summer Immersion and virtual attendance options. The Soleado is a quarterly publication of Institute for Bilingual website is live for La Cosecha 2021 Dual Language Education of New Mexico, Teachers: June 1-25, 2021 in a registration and the most up-to-date distributed to DLeNM’s professional virtual format. information. subscribers. It is protected by U.S. For more information, please contact Visit www.lacosechaconference.org copyright laws. Please direct inquiries or Dr. Rebecca Blum Martínez at and make your conference plans now! permission requests to [email protected]. [email protected].