June 12, 2026
Albuquerque, NM (UNM Campus)
Friday, June 12, 2026 •
9:30 am - 10:45 am - Session 1
Anchor, Branch, Thrive: Translanguaging as a Strategy for Learning and Demonstration
McKinnon Center - 1010
Dr. Vivian Pratts
Dr. Sandra Mercuri
Mercuri Educational Consultants
Executive Director of Professional Development
Discover how translanguaging, like a banyan tree, extends roots and branches to thrive in changing conditions. Learn practical planning moves that separate meaning-making from target-language performance: Preview–View–Review, bilingual word banks, double-entry notes, and scaffolded output routines. Build asset-based classrooms where multilingual students show deep understanding and succeed.
Audience:
Strand:
Translanguaging in Classroom Practices
Early Childhood, Elementary Educators
Co-Presenter
Reading the World: Navigating the Intersections of Identity, Criticality, and Language Access
McKinnon Center - 1110
Natalia Benjamin
Minnesota Center for Ethnic Studies, Rochester Public Schools
Director of Multilingual Learning
Join us for a hands-on exploration of the #LILA (Language of Identity, Language of Access) framework where we transform translanguaging theory into classroom practice. We will walk through a three-step process for selecting anchor texts and theories that foster critical consciousness and support multifaceted language development. Participants will practice creating visual and oral explanations that support vocabulary and content knowledge, ensuring that every student has the Language of Identity and Criticality to feel seen and the Language of Access to succeed.
Audience:
Strand:
Translanguaging in Classroom Practices, Translanguaging and Teacher Preparation/Professional Development
Elementary Educators, Secondary Educators
Co-Presenter
Grounding Early Literacy in Translanguaging: New Teachers’ Perspectives and Practices
McKinnon Center- 1120
Dr. Jen Stacy
Paula Domingo Garcia; Helena Dunn; Rozena Pinto; Tracy Ruiz
University of New Mexico
Assistant Professor
Participants will learn practical strategies for initiating early literacy instruction through a translanguaging lens. New teachers will discuss how they conducted home interviews and individualized assessments to understand children’s cultural and linguistic practices and integrate these into instruction using translanguaging. Participants will create translanguaging early literacy activities using children’s books.
Audience:
Strand:
Translanguaging Pedagogy in Planning and Design: Curriculum, Instruction, and Assessment
Early Childhood, Elementary Educators
Co-Presenter
Dynamic by Design: Building Dual Language Pathways for Secondary Success
McKinnon Center - 2120
Jaclyn Caires Hurley
Salem Keizer Public Schools
K-12 Dual Language Program Associate
Learn how Salem-Keizer Public Schools is redesigning secondary dual language through a dynamic bilingualism lens. Participants braid translanguaging, integrated ELD, curriculum design, and biliteracy assessment. Engage in a data-driven case study and leave with practical strategies to strengthen equitable, identity-affirming pathways for multilingual adolescents.
Audience:
Strand:
Translanguaging Pedagogy in Planning and Design: Curriculum, Instruction, and Assessment, Translanguaging Pedagogy in Program and Policy: Creating, Establishing, Sustaining
Middle School Educators, Administrators
Co-Presenter
Amplifying Multilingual Voices: Weaving AI to Enhance Translanguaging in Teacher Development
McKinnon Center - 3010
Dr. Adela Flores
Aldine ISD
Literacy Coach
This hands-on session demonstrates how educators can use AI to strengthen translanguaging practices that honor students’ full linguistic repertoires. Participants will design prompts that integrate home languages with academic English, deepen content understanding, and promote growth across listening, speaking, reading, and writing while positioning multilingualism as a powerful asset for achievement.
Audience:
Strand:
Translanguaging and Teacher Preparation/Professional Development
Elementary Educators, Middle School Educators
Co-Presenter
Friday, June 12, 2026 •
11:00 am - 12:15 pm - Session 2
Translanguaging Using Interactive Dialogue Journals in K-2: Learning to Read by Writing in L1/L2
McKinnon Center - 1110
Dr. Barbara Flores
Dr. Esteban Díaz
California State University, San Bernardino
Professor Emerita
This presentation chronicles the development and learning of primary TK-2 bilingual and English Only children’s “coming to know” the functions and proficient use of the written alphabetic languages in Spanish and English as well as in Translanguaging contexts. It includes the praxis (theory-in-action) of the teaching/learning of “reading by writing” in the sociocultural context of Interactive Dialogue Journals using authentic oral and written language use. It will show through children’s writing samples how they learn and develop the alphabetic knowledge of reading and writing and the role of Translanguaging using Interactive Dialogue Journals. It also makes visible why, how, when, and what to do to deliberately mediate/scaffold their literacy and biliteracy development and progress.
Audience:
Strand:
Translanguaging in Classroom Practices, Translanguaging and Teacher Preparation/Professional Development
Early Childhood, Family and Community
Co-Presenter
Lonche y Chisme as a Translanguaging Tool
McKinnon Center- 1120
Erick Hernandez Montanez
Katherinne Bardales Sardeña
New Mexico State University
Teacher Researchers
This session explores how informal oracy—lonche and chisme—functions as a dynamic third space that moves bi/multilingual students from disconnected to engaged. Participants will learn relational, culturally sustaining practices that strengthen teacher–student relationships and honor students’ full linguistic repertoires through intentional, everyday classroom talk.
Audience:
Strand:
Translanguaging Pedagogy in Planning and Design: Curriculum, Instruction, and Assessment, Translanguaging in Classroom Practices
Elementary Educators, Higher Education
Co-Presenter
Translanguaging as Thread and Image: deconstruyendo procesos creativos para delinear identidad, pedagogy, and practice
McKinnon Center - 2120
Dr. Minea Armijo Romero
Adriana Cardenas
New Mexico State University
Assistant Professor
This workshop examines translanguaging as a pedagogical thread connecting identity, practice, and dynamic biliteracy. Through social mapping, collaborative embroidery, and zine-making, participants will engage in arts-based inquiry to analyze linguistic ecologies and design classroom practices that leverage the full linguistic repertoire as a foundation for equitable biliteracy development.
Audience:
Strand:
Translanguaging Pedagogy in Planning and Design: Curriculum, Instruction, and Assessment, Translanguaging in Classroom Practices
Elementary Educators, Secondary Educators
Co-Presenter
Empowering Biliteracy: A Model of Discipline-Specific Translanguaging Classroom Pedagogy
McKinnon Center - 3010
Dr. Mary Soto
Dr. Lyn Scott
California State University
Assistant Professor
As multilingual learners (MLLs) matriculate from elementary to secondary content area classrooms, they must navigate the increasingly abstract and specialized concepts, texts, and discourses encountered with a range of linguistic practices – typically in English. This presents a challenge for MLLs whose proficiency in English and biliteracy is still emerging but can also be an opportunity if teachers leverage MLLs’ full linguistic repertoire and work to expand their biliteracy in disciplinary contexts.
Audience:
Strand:
Translanguaging Pedagogy in Planning and Design: Curriculum, Instruction, and Assessment, Translanguaging in Classroom Practices
Middle School Educators, Secondary Educators
Co-Presenter
Friday, June 12, 2026 •
1:00 pm - 2:15 pm - Session 3
Empowered Educators: Reimagining PD Through Translanguaging
McKinnon Center - 1010
Dr. Mariana Alvidrez
Lidia Herrera-Rocha - Adjunct/College Assistant Professor
New Mexico State University
Assistant Professor of Mathematics Education
This session shares a mathematics-focused PD experience for dual language teachers centered on student thinking and error. Participants will engage in reflection and dialogue using translanguaging practices and explore how teachers’ linguistic repertoires and lived experiences can inform instruction, relationships with students, and the design of more responsive learning spaces.
Audience:
Strand:
Translanguaging and Teacher Preparation/Professional Development
Elementary Educators, Administrators
Co-Presenter
Matematicando in the Classroom: Animating, Wondering, and Translanguaging Math Concepts
McKinnon Center - 1110
Dr. Carlos Lopez Leiva
Joaquín T. Argüello de Jesús, & Lizbeth Sanchez Garcia
University of New Mexico
Professor
Presenters and audience will collaborate as learners and teachers to animate and experience fractions, time, and figuras geométricas. The goal is to matematicar through multiple modalities, wonder, and Translanguage corriente. Presenters sharing prior work will ask audience to link their animation activities to potential actions in their multilingual classrooms.
Audience:
Strand:
Translanguaging in Classroom Practices
Elementary Educators, Higher Education
Co-Presenter
Multiliteracy Notetaking for Translanguaging Border Literacies
McKinnon Center- 1120
Dr. Mishelle Jurando
UNM Students
Albuquerque Public Schools
Secondary Teacher
This session introduces a Multiliteracy Dialogic Notetaker, a pedagogical tool designed to deepen language and literacy development while centering translanguaging and border literacies in bilingual and multilingual classrooms. Used in undergraduate and graduate Second Language Literacy course and in AP Bilingual U.S. History classrooms, this approach reframes note-taking as meaning-making rather than transcription. Students are invited to engage their full linguistic repertoires, moving fluidly across languages, modalities, and cultural references, to document and process complex academic ideas and texts.
Audience:
Strand:
Co-Presenter
Beyond Code-Switching: Translanguaging as a Transformative Classroom Practice
McKinnon Center - 2120
Yvonne Oronoz-Williams
WCEPS
Vice President of Educator Engagement
Participants will engage in collaborative activities that model translanguaging in action while unpacking the three core strands of translanguaging pedagogy stance, design, and shifts as outlined in the translanguaging classroom framework. Together, we will explore how these elements create a dynamic “corriente” (flow) that connects language, learning, and identity across classroom contexts.
Audience:
Strand:
Translanguaging in Classroom Practices
Elementary Educators, Secondary Educators
Co-Presenter