Dual Language Education of New Mexico

La educac on que merecen todos los ni os

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Program Development

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Although most people think of program development as the necessary first step to choosing and designing a program model that will be implemented, program development must also mean the constant care of and reflection on best practice implementation and continuous improvement. Turnover in teaching staff or administration, as well as changes in school district policy, educational mandates, etc., all challenge a program's health and implementation. These challenges and potential distractions require a committed response to reflection and continuous improvement. An annual self-evaluation of the program's implementation is highly recommended and should be completed by representatives of all stakeholders of the school community.

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New Mexico Bright Spots Initiative

Programmatic Resources

Leadership

Program Promotion and Advocacy

Four Distinct Dual Language Programs

Curriculum Articulation Plan Videos (subscribers only)

Related Texts and Links



New Mexico Bright Spots Initiative Print E-mail

New Mexico Bright Spots Initiative

The purpose of this 3-year project is to develop dual language program bright spots across New Mexico that demonstrate the power of multilingual, multicultural enrichment education, which build on New Mexico’s cultural and linguistic capital, narrow the achievement gap between language minority and native English speaking students, and develop a global citizenry prepared to fully participate in the local and/or international communities.
Schools selected to participate receive intensive support with program development and dual language instruction in the classroom.  That support is organized in four areas:  1)  Program Evaluation,  2)  Dual Language Program Foundations,  3)  Curriculum and Instruction, and  4)  Leadership Development.

Click here for detailed information

 
Programmatic Resources Print E-mail

 

Dual Language  (101) Presentations/Information

icon Dual Language Essentials-La Cosecha 2013 DLeNM Presentation

icon A Dual Language Parent's Role

icon Dual Language 101 en español (Parents & Community) (2.43 MB)

Dual Language Program Planner: A guide for Designing and Implementing Dual Language

Dual Language on Demand is a dual language focused newsletter published by the Illinois Resource Center.

District Site Supporting and Communicating About Dual Language Programs 

Dual Language Education Essentials for Program Design and Implementation (La Cosecha 2011) David Rogers

icon What is Dual Language Education? (257.44 kB)


 

Dual Language Guiding Principles

icon Guiding Principles for Dual Language Education (5.01 MB)

icon Review of Research and Best Practices on Effective Features of Dual Language Education Programs

icon Teaching ELLs Research Goldenberg

icon ELL Assumptions and Evidence AIR

icon Non-Negotiable Chart for K-12

icon Secondary Dual Language Goal & Non-Negotiables

icon Secondary Dual Language Goals and Non-Negotiables (ppt)

Two-Way Immersion (Center for Applied Linguisgics)


 

Curriculum Alignment Plans

icon Salazar Elementary School Dual Language Curriculum Articulation Plan 2012-­13

El mantanimeinto a largo plazo de un program dual, Soleado - Fall 2009

icon La Casita CAP (Draft)

icon Making Every Minute Count...

icon Elementary 50/50 CAP Overview

icon Woodburn Oregon 80/20 CAP

Curriculum Articulation Plan Videos   Subscriber Only

Dual Language Curriculum Alignment Plan within a Balanced Literacy Framework (La Cosecha 2011) Silvia Rodríguez

 

Elgin, IL U-46 District CAPS 2013-2014

icon CAP PreK

icon Cap Full Day Kindergarten

icon CAP First Grade

icon CAP Multi-grade 1st-2nd

icon CAP Second Grade

icon CAP Third Grade

icon CAP Multi-grade 3rd-4th

icon CAP Fourth Grade

icon CAP Multi-grade 4th-5th

 


 

Sample Schedules

Elgin, IL U-46 District

 


 

Classroom Environment Support

Elgin, IL U-46 District

icon Morning Message

icon Kindergarten Module

icon 1st Grade Module

icon 2nd Grade Module

icon 3rd Grade Module

icon 4th Grade Module

 


 

Sample Brochures

icon Adobe Acres Elementary School DL Program Brochure—English

icon Adobe Acres Elementary School DL Program Brochure—Spanish

icon Cecil B. DeMille Middle School (English)

icon Cecil B. DeMille Middle School (Spanish)

icon Susie Rayos Marmon Dual Language Program Brochure—English

icon Truman Middle School

icon East San José ES Manual de los padres

icon East San José ES Parent Handbook

 


 

Districts Supporting Dual Language Programs

U-46, Elgin Illinois

Nellie Muir Elementary School, Woodburn, OR

Hillsboro School District, Hillsboro OR


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Leadership Print E-mail

Hillsboro School District - Hillsboro Oregon

icon Hillsboro Equity Checklist

icon Hillsboro Equity Checklist Rubric

When Vision Becomes Practice - Part 1 icon Soleado Summer 2011

When Vision Becomes Practice - Part 2 icon Soleado Spring 2012

Secondary ELL Programs—Language Development Across the Content Areas (La Cosecha 2011) Adrian Sandoval and Dr. Patricia Jiménez-Latham

Dual Language Program Implementation—From Strand-within-a-School to 100% Dual Language (La Cosecha 2011) T. Reitman, D. Spitzer, A Lomeli, A. Torres, A .Paulus, M. Mendez   (Handouts - separate download)

Instructional Leadership that Supports Two-Way Immersion Programs  icon Soleado - Spring 2009

Meeting the Challenge—Maintaining an Effective Dual Language Program icon Soleado - Summer 2009

El mantenimiento a largo plazo de un programa dual—El ejemplo de la Escuela primaria 
East San José  icon Soleado - Fall 2009

Responding to Program Implementation Challenges in Public Schools  icon Soleado Summer 2010

Implementing a Secondary Dual Language Program... Where do I start?  icon Soleado Fall 2010

Planning for Secondary Dual Language—Asking the Critical Questions  icon Soleado - Spring 2011

Students with Special Needs Achieve Academically and Linguistically in Two-Way Immersion Classrooms  icon Soleado Fall 2011

Informing the Narrative About Linguistically and Culturally Diverse Students - Addressing Teachers' Belief Systems icon Soleado Summer 2013

Collaborating for Dual Language Success Through a District-Wide Professional Learning Community Taking Steps to Establish a Statewide Bilingual Seal icon Soleado Summer 2013

Building a Successful Secondary Dual Language Program—Omaha South High Magnet School icon Soleado Summer 2013

 
Program Promotion and Advocacy Print E-mail

For additional resources please see our Advocacy/Family & Community Section


 

Voces Bilingües

Listen first-hand to students' perspectives on their dual language enrichment experiences.

__________________________________________________________________________________________________

Visit the Santa Clara County Office of Education—Multilingual Education Services website for excellent resources, including their Biliteracy and World Languages Toolkit.


 
Four Distinct Dual Language Programs Print E-mail
  1. Two-way Immersion (90-10 or 50-50)
    Proven the most successful of all dual language programs, Two-way Immersion emphasizes the need to have language models of both the Minority and Majority Languages, learning side-by-side in the classroom for the majority of the day. The non-negotiable issues for Two-way Immersion programs are: Balance of language minority and language majority students (at least 1/3 –2/3 ratio for either language). Integration of language minority and language majority students at least 50% of the time at all grade levels.
  2. Heritage Language
    Following the non-negotiable criteria for dual language programs, Heritage Language programs serve a student population that does not command a fluency in the language of their heritage. In New Mexico, this would include the New Mexican Hispanic or Chicano student who no longer uses the Spanish language in their home environment.
  3. Developmental Bilingual
    Following the non-negotiable criteria for dual language programs, Developmental Bilingual programs serve predominantly minority language students and do not have the 1/3 representation of strong majority language models participating in the program.
  4. Foreign Language Immersion (total or partial)
    Following the non-negotiable criteria for dual language programs, Foreign Language Immersion programs serve predominantly majority language students, and do not have the 1/3 representation of strong minority language models participating in the program. The responsibility of “modeling” the minority language falls mainly on the instructors in the classroom and any community persons wishing to assist in the classroom.
 
Related Texts and Links Print E-mail

Recommended resources for understanding non-negotiable components of dual language education, and the distinctions of dual language program model designs.

Thomas, W.P., & Collier, V. P. (2012). Dual Language Education for a Transformed World. Albuquerque, NM: Dual Language Education of New Mexico/Fuente Press.


Collier, V. P., & Thomas, W. P. (2009). Educating English Learners for a Transformed World. Albuquerque, NM: Dual Language Education of New Mexico/Fuente Press.

 

Center for Applied Linguistics (CAL) www.cal.org - The Center for Applied Linguistics is dedicated to providing a comprehensive range of research-based information, tools, and resources related to language and culture. 

 

 Illinois Resource Center (IRC) www.thecenterweb.org - The IRC has provided assistance, since 1972, to teachers and administrators serving linguistically and culturally diverse students.

Dual Language on Demand is a dual language focused newsletter published by the Illinois Resource Center.

icon What is Dual Language Education? (257.44 kB)

Center for the Education and Study of Diverse Populations (CESDP)

Realizing the Vision of Two-Way Immersion
Elizabeth R. Howard and Julie Sugarman

Two-Way Immersion 101: Designing and Implementing a Two-Way Immersion Education Program at the Elementary Level

Donna Christian and Elizabeth R. Howard

Profiles in Two-Way Immersion Education

Donna Christian, Christopher L. Montone, Kathryn J. Lindholm, & Isolda Carranza

The Dual Language Program Planner: A Guide for Designing and Implementing Dual Language Programs
Elizabeth R. Howard, Natalie Olague, and David Rogers

The Astounding Effectiveness of Dual Language Education for All
Virginia P. Collier and Wayne P. Thomas, George Mason University

CARLA
The Center for Advanced Research on Language Acquisition (CARLA) is one of the U.S. Department of Education's Title VI National Language Resource Centers, whose role it is to improve the nation's capacity to teach and learn foreign languages effectively.

See also Carla's Directories for Immersion Programs

icon Teaching English Language Learners, Claude Goldenberg, Summer 2008, American Educator, AFT

Dual Language Bibliography (33.5 kB)

icon Multilingualism and Creativity -- Towards an Evidence-base

ELL Assessment: One Size Does Not Fit All

State Level Technical Assistance Efforts (La Cosecha 2011) Michele Anberg-Espinosa

Exploring Cultural Proficiency (La Cosecha 2011) Greg Hansen

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