Tag Archives: #DualLanguagePrincipal

Trauma-Responsive Literacy for Latinos and Newcomers in Pk-12

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With recent changes in education and the political climate, students are experiencing more trauma than ever – due to immigration, racism, loss, and/or violence. Almost 80% of Latino youth and newcomers suffer childhood trauma; interfering with brain development, emotional health, behavior, and academic achievement.

Our new textbook Trauma-Responsive Literacy for Latinos and Newcomers in Pk-12 is the first resource for teachers and school leaders that both outlines the devastating impact of trauma on students’ ability to learn, and also introduces a research-based framework to address student trauma. The framework features 20 literacy lesson planners that provide opportunities for healing and connection to students in grades PK-12. The lesson planners offer:

  • detailed instructions for trauma-responsive activities
  • before-, during-, and after-reading activities
  • vocabulary, standards, and higher-order questions
  • worksheets in English and Spanish teachers can use to extend thinking

This text will be a cornerstone in teacher-preparation programs and a lifeline for teachers and school leaders whose students are weighed down by trauma.

Trauma-Responsive Literacy for Latinos and Newcomers in Pk-12 is now available. For professional development opportunities or more information, please contact lead author Tammy Oberg De La Garza at tobergdelagarza@roosevelt.edu.

DLTL Alum – Featured in Roosevelt Review

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Jessica Fong, ’18 | Dual Language Leaders

DLTL 2018 Graduate, Jessica Fong is featured in the current issue of the Roosevelt Review.

In it, she talks about the need for dual language teachers and leaders to foster bilingualism in the next generation.   Jessica is a teacher, wife, mother, leader, and is currently pursuing her principal endorsement in the DLTL Principal Pathway – a unique program that offers DLTL graduates the opportunity to build on the DLTL teacher leader standards and qualify for the principal endorsement in only 3 semesters.

As an administrator, Jessica wants to speak her families’ language — not just Spanish, but their culture and their neighborhood. Now more than ever, childhood education needs both innovation and inclusion to meet diverse student needs.

Click here for information about the DLTL program or the DLTL Pathway to Principalship. For more information contact program director, Tammy Oberg De La Garza or program advisor, Alejandro Ramirez.

“I think the biggest piece was creating that dual language community among ourselves. At the end, we were like a family.”  —Jessica Fong (MA DLTL, ’18)