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Pre-Conference Institutes

La Cosecha Pre-Conference Institutes respond to specific topics and needs of DLE classrooms and programs. These one-day intensive institutes permit time for professional engagement and exploration of a particular topic/need. These institutes will take place in-person ONLY, and due to the level of interaction in each institute, space is limited.​ 

Pre-conference institute fees are IN ADDITION to the regular La Cosecha conference registration.  If you are registered and want to add to your registration email accounting@dlenm.org.

You can also register for a Pre-Conference Institute as a stand-alone event. CLICK HERE to register now!

Tuesday, November 12, 2024

8:00 am - 4:00 pm (MST)

$215

Dual Language Education Foundations for State, District, and School Leadership 

With a commitment to strengthening and expanding preK-12 dual language programming, new and seasoned leaders look to expand their foundational knowledge and learn promising practices.  In collaboration with its national partners, DLeNM will offer a one-day institute that will include foundational learning in the areas of policy, research, and effective program design and implementation practices. Participants will have the opportunity to explore the specifics of elementary, middle, and high school program models and network with colleagues, including those who have been successful in program implementation.

Capacity: 200

Facilitators: Co-Sponsored by the National Association for English Language Program Administrators (NAELPA) and Dual Language Education of New Mexico

Tuesday, November 12 - 13, 2024 

8:00 am - 4:00 pm (MST)

$2,500

GLAD® Foundations for Biliteracy

Get ready to transform your teaching with OCDE Project GLAD® Foundations! We have integrated a biliteracy focus with the innovative Project GLAD® strategies to leverage students’ bilingualism and build language proficiency, biliteracy, and academic comprehension in both program languages. Led by OCDE Project GLAD® experts in bilingualism and biliteracy and offered for the first time at La Cosecha, join us for this 6-day professional learning experience! We will begin with the 2-day GLAD® Research and Theory Workshop in Santa Fe during the La Cosecha Conference. The 4-day Classroom Demonstration will take place in Albuquerque on January 14-17, 2024.

Capacity: 40

Facilitators: DLeNM Staff

Wednesday, November 13, 2024

8:00 am - 4:00 pm (MST)

$215


Teaching for Biliteracy in Action!

In this institute, the Center for Biliteracy team will provide an interactive overview of the instructional and programmatic elements of teaching for biliteracy within a variety of dual language program models, including 90/10, 80/20, 50/50, two-way immersion, and one-way immersion, including program models that use both one-teacher (self-contained) and two-teacher (partnering) configurations.  Participants will experience elements of a biliteracy unit framework: the development of oracy, background knowledge and language comprehension, evidence-based reading and writing instruction, content instruction, and the Bridge for transfer between languages and the development of contrastive analysis to develop metalinguistic awareness.  Participants will also have digital access to sample standards-based year-long biliteracy curriculum maps, sample Biliteracy Unit Frameworks, and other resources. Capacity: 100

Facilitators: Karen Beeman, Dana Baum Hardt, Crystal Ramos, Melody Wharton
 

Más allá de las ideas: Unleashing the Power of Bilingual Education Program Leaders

Many school and district bilingual education program leaders are on the search for tools and structures that fulfill the unique needs of their programs. In this interactive and engaging Pre-Conference Institute, WIDA will present a tool for bilingual/dual language program evaluation and solutions that support teachers and students alike. Together, we will go más allá de las ideas and explore the strengths and areas of opportunities of our bilingual programs, develop solutions that incorporate WIDA's frameworks for language development, and design actionable plans that unleash the power of bilingual education program leaders.

Capacity: 50
Facilitators: Samuel Aguirre, WIDA at WCER, UW-Madison, Yvonne Williams, WCEPS

 

Focusing on Similarities and Differences Between Spanish and English to Promote Students’ Metalinguistic Awareness 

This session will provide participants with the opportunity to enhance their knowledge of Spanish and English language systems and structures, and examine similarities and differences between them as they relate to:

  • Phonology and orthography (sound-letter correspondences)

  • Morphology and the lexicon (word parts and vocabulary)

  • Syntax (sentence structure)

  • Discourse (language use beyond the sentence)

At the end of the session, participants will be able to identify systems and structures of Spanish and English and use methods for teaching similarities and differences between the two languages that promote students’ metalinguistic awareness. Practical classroom-based instructional strategies and opportunities to put them into practice are embedded throughout the session.  

Capacity:  40

Facilitator:  Igone Arteagoitia 


Culturally & Linguistically Sustaining Problem-solving within MTSS: Supporting Multilingual Learners Experiencing Challenges 

This full-day institute presents a collaborative problem-solving framework that school-based teams can infuse into their existing MTSS process in support of multilingual learners who are experiencing challenges. Focusing on language-minoritized students in Dual Language programs, participants will be guided interactively through a problem-solving process to collaboratively develop culturally and linguistically responsive instruction, intervention, and assessment practices. This process can also provide diagnostic information to support a case study evaluation and includes essential characteristics of learning environments and key features of intervention practices for multilingual students who receive special education services.   Participants will take away a problem-solving framework, examples and insights into application, along with a collection of resources to advance culturally and linguistically sustaining practice in their settings. We welcome school-based teams and individuals for a day of learning and problem-solving together from a wellness orientation as we reflect on how to advance practice in our classrooms, schools, and systems.

Capacity:  60 
Facilitators:  Dr. Cristina Sánchez-López, Theresa Young

Developing Socio-cultural Competence (Pillar 3) Across Your System: Targeted Strategies for Staff, Students, and Parents/Family Members

Pillar 3 is often called the “neglected Pillar.” Despite the critical role that socio-cultural competence plays in effective biliteracy development (Pillar 1) and attaining high levels of academic achievement (Pillar 2), many struggle to find the time and means to effectively address Pillar 3. Join us as we explore strategies that engage staff, students, and parents/family members in development of critical socio-cultural skills. Rather than taking an “add-on” approach for addressing Pillar 3, the presenters will share ways to integrate socio-cultural learning topics into extant educational systems and practices. Whether yours is a OW- or TW-DL program, implemented at a single site or across multiple schools, and functioning as a strand within a school or as a schoolwide model, you will explore a toolkit of adaptable strategies aimed at three distinct populations: School staff, students, and parents/family members. Participants will have ample opportunity to actively explore research-aligned strategies aimed at meeting the needs of the three identified target populations. Participation by school or district teams is suggested, though not required. Time will be provided for reflection, networking, and application of new learning to participants’ unique contexts. Plan to leave with an expanded network of dual language practitioners and a concrete list of resources, approaches, and strategies that are adaptable, actionable, and impactful.  

Capacity:  80

Facilitators: Dr. Barbara Kennedy, Dr. Rolando Merchán, and Dr. Blanca De la Sierra


STEAM Focused Instruction for the Dual Language Classroom
With bilingual educators and experts in STEAM education, participants will explore the power of language and content integration and instruction in Math and Science dual language K-6 classrooms.  During this day’s institute, participants will be given the opportunity to develop STEAM lessons for their students.  The day’s agenda and activities will align with the content of a newly released publication, Integrando STEAM:  A Guide for Elementary Bilingual and Dual Language Programs, published by Velazquez Press.  

Max Capacity: 

Facilitators:  Marialuisa Di Stefano - University of Massachusetts-Amherst, Lisa Meyer - Dual Language Education of New Mexico.   

Empowering Secondary Educators: Navigating Dual Language Programming and Advocacy

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.  As presenters, 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.  

Capacity: 80

Facilitators: DLeNM Staff

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