CCSD93 Position Opening

CCSD93 will soon be conducting interviews for Dual Language teaching positions that will begin in January 2024. These positions are for a Dual Language Spanish Elementary Teacher, Dual Language Humanities/Spanish Middle School (Middle School Social Science and Bilingual Spanish endorsements), and Dual Language Spanish Middle School (Middle School ELA, ESL and Bilingual Spanish endorsements). Interested candidates can apply to any of the open positions at https://www.applitrack.com/d93/onlineapp/default.aspx?all=1

8th Grade DL Position Opening – CCSD59

There is an 8th grade DL position open in CCSD59.

Any interested candidates can contact Joshua Perdomo (perdomo.joshua@ccsd59.org, director of multilingual programs), and Mike Wheatley (wheatley.mike@ccsd59.org, principal at Friendship Junior High).

3rd Grade Dual Language Position OPENING.

One of our partner schools, Namaste has an opening for a 3rd grade teacher. For more information please contact Sara Urben Crawford, Associate Principal & Case Manager / SUrben@namastecharterschool.org
Namaste Charter School
3737 S. Paulina Street
Chicago, IL 60609

Dual Language Symposium

 The Illinois Dual Language Teacher Leadership Consortium 

invites you to 

The 5th Annual Dual Language Symposium: 

“Embracing Multiculturalism, Biliteracy, and Social Justice” 

Promocionando la multiculturalidad, la biliteracidad, y la justicia social 

to be held March 4, 2023 from 8:00am-5:00 pm 

at Roosevelt University – Schaumburg Campus (1400 N Roosevelt Blvd, Schaumburg, IL 60173) 

Free event! 

Keynote speaker: 

TaJu Founder and Coach Alexandra Guilamo 

 

Share your knowledge. Present on a topic related to the theme. 

Apply by 1/13/23 to present here: https://rooseveltuniversity.co1.qualtrics.com/jfe/form/SV_41JQF3sECtbfzeK

Register by 2/10/23 to attend here: https://rooseveltuniversity.co1.qualtrics.com/jfe/form/SV_bjy3QjUEy6TUePQ

 

Apply and Register – DL Symposium 2023[65]

Shifts Toward Equitable Dual Language Assessment Practices

by Aaron and Rebekah Dembowski

There is no denying that our society is changing. We are living in a more globalized world with an increasing amount of cultural connections occurring more than ever before. We as a nation are experiencing dynamic shifts in our own American culture and a need for greater cohesiveness and unity in dealing with these increased cultural relations and interactions is paramount for our collective success. Similarly, the field of bilingual education is also experiencing dynamic shifts in the way we instruct, assess, and advocate not only for our emergent bilingual students, but also the very programs in which we teach.

Having experienced a variety of bilingual program models throughout our careers, we have gone from educating emergent bilingual students with the end goal being English acquisition (TBE, Sheltered English, etc.) towards more equitable and self-affirming program models (Dual Language) that ultimately focus on preparing students to become bilingual, biliterate, and bicultural. We are extremely proud in our role as dual language educators, advocates and leaders. In this article, we will outline our district’s efforts toward more equitable assessment practices for emergent bilingual students and detail our success, challenges and everything in between.

Setting the Stage

LaGrange District 102 has demonstrated a strong commitment to diversity, equity, and inclusive practices for in each of its six schools. In an attempt to raise student achievement and as a result of numerous strategic visioning and planning sessions, the Dual Language program at Congress Park Elementary was born. Since its inception in 2017, the dual language program has evolved and adapted to the shifts in bilingual education with much consideration and effort made to ensure that teachers are equipped with the necessary skills and resources to be successful. By providing continual teacher professional development that utilizes emerging research on dual language best practices, District 102 demonstrates its willingness to be at the forefront of new and upcoming trends in dual language education.

A Vision for the Future

The co-existence of two or more languages contributes to a uniquely endowed human being whose experiences and knowledge can never be measured or understood as independently constrained by each language separately.” (Escamilla et al., 2010, pp.24-25)

As increasing populations of simultaneous bilingual students (ones who are exposed to two languages from a young age) enter classrooms across the nation, many districts oftentimes struggle to authentically and accurately assess not only a student’s language capacity in both languages, but also the student’s content knowledge. In District 102, we have begun implementing a variety of assessment modifications that have greatly impacted our emergent bilingual population and their trajectory toward biliteracy.

Highlighting the work and research of Cecilia M. Espinosa and Laura Ascenzi-Moreno in their seminal work titled Rooted in Strength, our district focused on making the use of multilingual, strength-based responsive adaptations in literacy instruction a priority for our emergent bilingual student population. (Espinosa & Ascenzi-Moreno, 2021)

What are Multilingual, Strength-Based Responsive Adaptations?

Espinosa & Ascenzi-Moreno (2021) define multilingual, strength-based responsive adaptations as “flexible ways of adapting assessments so that students’ multilingual resources are taken into account during the process—so that you can build accurate understandings of emergent bilingual readers” (p. 116). This modification to traditional assessment practices is predicated on the fact that emergent bilinguals utilize both linguistic repertoires to make meaning. This phenomenon is commonly referred to as translanguaging. Through this translanguaging lens, teachers can gain better insight into the unique language skills an emergent bilingual student already possesses, and leverage those skills to further scaffold and support students in their areas of need.

Putting Multilingual, Strength-Based Responsive Adaptations into Practice

“When a bilingual individual confronts a monolingual test… both the test taker and the test are asked to do something they cannot. The bilingual test taker cannot perform like a monolingual. The monolingual test cannot “measure” in the other language.” Valdes & Figueroa (1994)

Like many districts across the nation, District 102 utilizes the Fountas and Pinnell Benchmark Assessment System (BAS) in both English and Spanish in order to monitor student reading achievement in both languages. Based on empirical research, the BAS “assesses the five elements of reading that are described by the National Reading Panel—phonological awareness, phonics, vocabulary, fluency, and comprehension” in addition to addressing “issues of student motivation and interest in reading” (Fountas and Pinnell Benchmark Assessment System (1 and 2): The Research Base, 2008). Through precise administration, the BAS is intended to capture pertinent information on students’ reading behaviors in order for teachers to further support student learning.

Espinosa & Ascenzi-Moreno (2021) outline and categorize the multilingual, strength-based responsive adaptations into three categories as they correlate to the administration of the running record protocol similar to that which is featured in the Fountas and Pinnell BAS. They include:

  • Introducing a text
  • Listening and Documentation of Student Reading
  • Retelling and Answering Comprehension Questions

When introducing a text used for the running record, it is important to leverage both linguistic repertoires wherever and whenever possible in order to increase an emergent bilingual student’s reading capacity. In addition, by reintroducing key vocabulary pertinent to the passage, pointing out culturally-specific key words and phrases, and helping construct background knowledge through the use of visual supports, teachers provide emergent bilingual readers more equitable access to the text.

During the listening and documentation of student reading phase of the running record, it is suggested that assessment administrators delineate if and when student miscues are related to language rather than reading-related. Since emergent bilingual students are learning more than one language, their miscues indicate their knowledge across both languages. (Espinosa & Ascenzi-Moreno, 2021) If it is determined that the miscue is a result of language, it should not be counted as an error. Additionally, when an emergent bilingual student is reading, it is encouraged that the assessment administrator provides targeted vocabulary support in the student’s home language if it is requested. In these specific cases, a quick explanation or TPR demonstration of the meaning would suffice.

Lastly, with regard to the retelling and answering of comprehension questions section of the reading assessment, it is strongly encouraged to invite emerging bilingual students to utilize their full linguistic repertoire. Since the main goal of reading is to uncover meaning, by limiting a student’s language resource would defeat the purpose of the assessment itself and therefore should be discouraged for bilingual students. Also, rephrasing or reframing comprehension questions for emergent bilingual students ensures that they are more accessible and comprehensible.

Challenges of Implementation

Making changes to any familiar assessment practice can be a challenging undertaking for a variety of reasons. Attempting to implement these more equitable assessment practices will take a concerted effort on the behalf of all teachers. In addition, it will take time and effort for all teachers to become more familiar with the languages of the students within their classroom. Lastly, it will require bilingual teachers to coach monolingual teachers on what types of common language miscues an emergent bilingual student may exhibit.

Final Thoughts

“If schools are to evolve, the traditional organizational structure of schools must be transformed to reflect a new set of assumptions that epitomizes social justice.” Bustamante, et al. (2009)

To provide a clearer and more accurate picture of an emergent bilingual’s academic capacity, it is imperative that we adapt our assessment practices to allow for students to draw from all of their linguistic resources. We owe this to our students.

 

References:

Escamilla, K., Ruiz-Figueroa, O.A., Hopewell, S., Butvilofsky, S., Sparrow, W. (May 2010).

Transitions to Biliteracy: Literacy Squared. Literacy Squared.

http://literacysquared.org/ABOUT%20Page/Lit2%20Technical%20

Manual%20Phase%20I_2004_2009.pdf

 

Espinosa, Cecilia; Ascenzi-Moreno, Laura. Rooted in Strength: Using Translanguaging to Grow

Multilingual Readers and Writer. Scholastic.

 

Fountas and Pinnell. (2008). Fountas and Pinnell Benchmark Assessment

System (1 and 2): The Research Base. Heinemann.

https://www.fountasandpinnell.com/shared/resources/FP_BAS_

Research_The-Research-Base.pdf

 

Ruíz-Figueroa, O. (2015). Moving Assessment Toward Biliteracy [PowerPoint

slides]. Literacy Squared https://www.teachingforbiliteracy.com/wp-

content/uploads/2014/09/WIABE-Ru%C3%ADz-Figueroa-Moving-

Assessment-toward-Biliteracy-.pdf

 

About the Authors:

 Aaron and Rebekah Dembowski are both Dual Language educators at Congress Park Elementary in Brookfield, Illinois. Together, they each bring nearly a decade of experience teaching in and advocating for bilingual and dual language education. As recent graduates of Roosevelt University’s Dual Language Teacher Leadership Master’s Program, they share a passion for promoting bilingualism, biliteracy and multiculturalism all through a lens of social justice.

 

Dual Language Position – North Shore School District 112

North Shore School District 112 is seeking a 4th grade dual language teacher for the dual language school, Oak Terrace Elementary in Highwood, IL. Oak Terrace runs a 50-50 dual language program from K-5th grade where 3rd-5th grade operates using a two-teacher model. The applicant for this position should a Spanish speaker with a Bilingual/ESL endorsement. The mission of Oak Terrace School is to empower every student to become a responsible, lifelong learner, create a sense of belonging and partnership with our community, and encourage change through diversity in a climate of academic excellence and bilingualism.  
CLICK HERE for more information or to apply

Dual Language Positions – Naperville District 203

Naperville District 203 is seeking a 7th grade teacher for our Spanish Dual Language program.  We have a team of Dual Language teachers at each of our middle school grade levels, and a system of support not just for our students, but for our teachers, too.  Dual Language teachers have opportunities to collaborate with a Bilingual Reading Specialist, on-site Learning Support Coaches, and a district Dual Language Coordinator who supports everything from curriculum development to engaging in coaching cycles with teachers.

 

Dual Language teachers teach Language Arts in English and Spanish, and/or Social Studies in Spanish. Required credentials are a PEL to teach grades 6-8, Bilingual Spanish,  Language Arts and Social Studies endorsements.  If you or someone you know these credentials and wants to be part of our fabulous DL team, please share this link with them:

 

https://www.generalasp.com/d203/onlineapp/default.aspx?Category=Junior+High+Teaching&AppliTrackJobId=6113&AppliTrackLayoutMode=detail&AppliTrackViewPosting=1

 

 

4th Grade Dual Language Teacher Opening – Kildeer District 96

Country Meadows Elementary School in Kildeer District 96 has a 4th grade dual language teacher opening this fall. 

For more information or to apply to this position, CLICK HERE

Spanish Dual Language Academy Summer 2022- REGISTRATION OPEN!

REGISTER HERE

Roosevelt University is offering a Spanish Dual Language Academy for students in K-8 who are bilingual in English and Spanish. The academy is designed to improve Spanish and English Literacy skills – reading, writing, listening and speaking.

The theme of the academy is “Language, Culture and Community” and promotes a love of literacy and a greater appreciation of the Spanish language and culture.

The teachers of the academy are licensed teachers who also are graduate students completing their practicum courses for a Master’s Degree in Dual Language Teacher Leadership.

Dates:  June 13-July 1 (no session on June 19th)

Days:  Monday-Friday

Times:  8:30-11:30am

Location:  Schaumburg Roosevelt Campus – 1400 N. Roosevelt Blvd, Schaumburg, IL 60173

Cost:  FREE

Parent Component:  Teachers in the academy will provide links to parent workshops on various topics – vocabulary, homework, technology, reading, etc.

COVID-19 Vaccination Policy:  All children 5+ must show proof of vaccination.

REGISTER HERE