Thursday, June 13, 2024 • 9:30 am - 10:45 am - Session I
Navigating Tensions between Separation of Languages and Translanguaging
Sandia III
Liz Howard
Shera Simpson
Associate Professor
University of Connecticut
In this presentation, we introduce a continuum for instructional language use that will help participants navigate the tension between separation of languages and pedagogical translanguaging in dual language programs. Participants will be provided with a reflection template that they can take back to their schools for continued discussion with colleagues.
Translanguaging Pedagogy: Curriculum, Instruction, and Assessment
Elementary Educators
Cien Aguas International School's Journey in (Re)building a System for Bilingualism and Biliteracy.
Sandia VI
Velia Cortalano
Patricia Garcia
Executive Director
Cien Aguas International School
Beginning with our school's core values and current research, we have put structures into place to support professional development and accountability to impact student learning in two languages.
Translanguaging Pedagogy: Curriculum, Instruction, and Assessment, Teacher Training and Professional Development in Translanguaging
Elementary Educators, Administrators
Language Differentiation for Multilingual Learners: Defining and Implementing Translanguaging Rings
Sandia VII
Cristian R. Solorza
Instructor
Bank Street College of Education
In this presentation, I will share how translanguaging rings (Sánchez, García, & Solorza, 2018) are used for language differentiation of multilingual learners in elementary ENL and dual language bilingual education settings. Translanguaging documentation is used to understand individual student's language practices to further refine both language and content goals.
Translanguaging Pedagogy: Curriculum, Instruction, and Assessment, Translanguaging in Classroom Practices (early childhood, emergent biliteracy, dual language, STeAM, etc.)
Elementary Educators, Higher Education
Fostering Translanguaging through STEAM: Multimodal Pedagogy for Academic Achievement.
Sandia VIII
Andrea Martínez
Laura Becerra
STEAM Dual Immersion Teacher K-5 Doctoral Candidate National University
Palm Springs Unified School District
Participants will gain insight into STEAM instruction with an assessment perspective. Presentation includes: Translanguaging practices, multimodal language development strategies, sample state assessment items, level descriptors for various state tests, and implications for DI students and ELLs.
Translanguaging Pedagogy: Curriculum, Instruction, and Assessment, Translanguaging in Classroom Practices (early childhood, emergent biliteracy, dual language, STeAM, etc.)
Elementary Educators, Administrators
Thursday, June 13, 2024 • 11:00 am - 12:15 pm - Session II
Critical Selection of Language in a High School ELD Class
Sandia III
Maria Elena Orozco
High School Teacher
Albuquerque Public Schools
Emergent Bilinguals carry a richness of linguistic and life experiences into the high school ELD classroom. The purpose of this presentation is share strategies that increase students' critical implementation of English or Spanish in order to recreate ballads from their own unique perspectives. Learning activities that foster critical application of language choice while developing their knowledge of key terms to evoke imagery and connecting words will be demonstrated. Participants will engage in the learning activities to create their own translinguistic ballad.
Translanguaging Pedagogy: Curriculum, Instruction, and Assessment
Elementary Educators, Secondary Educators
Practical Application of Translanguaging in the Bilingual Classroom
Sandia VI
Jaimie Dini
ELL and Bilingual Coordinator
Brewster Central School District
Love the concept of translanguaging, but not sure how to work it into your everyday practice? No worries! This session will review translanguaging and different ways to work it into your teaching in the bilingual classroom. This session is appropriate for elementary and secondary bilingual teachers.
Translanguaging in Classroom Practices (early childhood, emergent biliteracy, dual language, STeAM, etc.), Teacher Training and Professional Development in Translanguaging
Elementary Educators, Secondary Educators
Home Pedagogies and Literacy Sponsorship: Humanizing Writing Research
Sandia VII
Monica Baldonado Ruiz
MaryAnn Baldonado
Assistant Professor of Literacy
San Diego State University
This presentation is the testimonio of a mother and daughter. As a Chicana researcher whose existence is possible because of the struggle of those who came before me, my testimonio is told in solidarity with the community of women who raised me.My mother and I will present this together.
Parent/Family Involvement in Translanguaging Practices
Secondary Educators, Family and Community
Enhancing Multilingual Learners' Social Justice Awareness Through Translanguaging Pedagogy
Sandia VIII
Onur Özkaynak
Doctoral Candidate
The Ohio State University
This presentation highlights findings from a mixed-methods study conducted with multilingual English learners. It explores the effectiveness of teaching social justice through translanguaging pedagogy. Results reveal increased social justice awareness and the value of translanguaging in facilitating comprehension and engagement. Practical applications for EAP programs will be discussed.
Social Justice and Equity in Translanguaging Classrooms
Higher Education
Thursday, June 13, 2024 • 1:00 pm - 2:15 pm - Session III
Translanguaging, Metalinguistic Awareness, and Linguistic Equity in Bilingual Teacher Preparation
Sandia III
Sandra Musanti
Professor
University of Texas Rio Grande Valley
Drawing from critical language pedagogy and translanguaging pedagogy, this presentation shares critical principles and practices derived from a longitudinal qualitative study that explores how aspiring bilingual teachers grapple with language diversity and linguistic inclusiveness while developing metalinguistic awareness.
Social Justice and Equity in Translanguaging Classrooms, Teacher Training and Professional Development in Translanguaging
Higher Education
Repertoires as Identity: Translanguaging, Investment, and Positioning in Classroom Spaces
Sandia VI
Jaime Jaramillo
PhD Candidate
New Mexico State University
Following a conceptual framework of “positioning theory” (Davies & Harré, 1990), “investment theory” (Norton, 1995), and translanguaging (García, 2009), this presentation, through personal and academic-literary vignettes, discusses the pre-research phases of a case study exploring how teachers open classroom spaces for amplifying the “full linguistic repertoire” (Otheguy et al., 2015).
Translanguaging in Classroom Practices (early childhood, emergent biliteracy, dual language, STeAM, etc.), Teacher Training and Professional Development in Translanguaging
Secondary Educators, Higher Education
Being Bilingual is My Superpower: A Metalinguistic Pedagogy
Sandia VII
Robert Peña Díaz
ML/ELL Services Administrator
NYC Public Schools - District 32
We will explore how pedagogues have the power and influence to unleash students’ hidden linguistic powers. Building metalinguistic awareness supports students to become aware of their own linguistic resources and use languages more efficiently. We will leverage students’ prior knowledge to compare cognates and derivatives in both languages to achieve biliteracy.
Translanguaging Pedagogy: Curriculum, Instruction, and Assessment, Translanguaging in Classroom Practices (early childhood, emergent biliteracy, dual language, STeAM, etc.)
Early Childhood, Elementary Educators
The Poetic Power of Translanguaging
Sandia VIII
Olivia Mulcahy
Education Specialist
Illinois Resource Center
This session will offer examples of translanguaging in poems and ideas/resources for exploring and affirming bilingual identities through writing poetry with students—a great way to get to know students and their language practices and open the door for potent metalinguistic conversations and multilingual literacies throughout the school year.
Translanguaging in Classroom Practices (early childhood, emergent biliteracy, dual language, STeAM, etc.)
Elementary Educators, Secondary Educators
Thursday, June 13, 2024 • 2:30 pm - 3:45 pm - Session IV
Disrupting Barreras to Bilingualism: Translanguaging as an Academic Healing Tool
Sandia III
Armando Garza Ayala
Assistant Professor
University of New Mexico
In this hands-on conversation, participants will have an opportunity to understand how translanguaging can be used as a healing tool in a classroom setting. Thus, participants will discuss how they would be able to break traditional ways to bilingualism that are constantly found in diverse classrooms, and in bilingual classrooms.
Translanguaging in Classroom Practices (early childhood, emergent biliteracy, dual language, STeAM, etc.), Social Justice and Equity in Translanguaging Classrooms
Elementary Educators, Secondary Educators
Leveraging Language: Accessing Content for Entering & Emerging English Learners
Sandia VI
Heather Orth
Tamara DuPage
Language Acquisition Coordinator
Racine Unified School District
Participants in this session will apply translanguaging skills to support newcomer students and those with English language skills in the lower-proficiency bands of Entering and Emerging in the content classroom. Monolingual content teachers or those language specialists who support them will especially find this session applicable and meaningful.
Translanguaging in Classroom Practices (early childhood, emergent biliteracy, dual language, STeAM, etc.), Teacher Training and Professional Development in Translanguaging
Elementary Educators, Secondary Educators
Translanguaging en acción: Bilingualism in las matemáticas
Sandia VII
Rachell Plote
Multilingual Education Specialist
Illinois Resource Center
In this session we will explore how translanguaging spaces might look within math instruction. We’ll consider going beyond cognates as a way to bring English and Spanish together and explore ideas such as using word problems and journaling as a means to support students' bilingualism and development of mathematical concepts.
Translanguaging in Classroom Practices (early childhood, emergent biliteracy, dual language, STeAM, etc.)
Elementary Educators, Secondary Educators
Translanguaging in English-Medium Secondary Classes: Preguntas y posibilidades
Sandia VIII
Tricia Kelly
Lecturer
Brown University
Rhode Island’s multilingual corriente is strong in our middle and high schools. Teachers striving to support their multilingual students with best practices have a lot of questions about translanguaging. This session will look closely at two university courses that center translanguaging pedagogies to prepare new secondary teachers and support in-service teachers working with multilingual students across content areas.
Teacher Training and Professional Development in Translanguaging
Secondary Educators, Higher Education