NMPED’s Bilingual Multicultural Education Advisory Council

This survey is conducted by the Bilingual Multicultural Education Advisory Council (BMEAC) with the purpose of obtaining geographical input from educators to advise the New Mexico Public Education Department on the instructional needs of educators and students in Bilingual Multicultural Education Programs (BMEP). The deadline to complete this survey is August 31, 2022. Thank you for your participation.

Welcoming Bilingual Learners with Disabilities into

Dual Language Programs

“This white paper reviews evidence concerning the capacity of young learners with disabilities to acquire more than one language during the preschool and school years and the characteristics of dual language programs and classroom instruction and intervention practices that support their language development, learning, and well-being in school.

This is published by the Center for Applied Linguistics and the National Dual Language Forum. Authors of this white paper are Dr. Fred Genessee (McGill University, Montreal), John Hilliard (Paridad Education Consulting), and Bilingual Special Education Experts Cristian Sánchez-López and Theresa Young.

This white paper is a collaboration of the National Dual Language Forum (NDLF).”

Dual Language Education of New Mexico has a new Executive Director!

After 25 years, DLeNM’s founding Executive Director, David Rogers, has chosen to move into a support position within the organization to make room for the next generation of transformative leadership. With that goal in mind, the Board of Directors is proud to announce that Michael A. Rodríguez will take over as DLeNM’s Executive Director on July 1, 2022!

Michael began his collaboration with DLeNM in 2003 as the Assistant Principal of Agua Fria Elementary School in Santa Fe, and again in 2009 as Director of Cien Aguas International School in Albuquerque. In the spring of 2016, he officially joined DLeNM’s leadership as Director of Operations, a position he has held until now. As a 25-year educator and native New Mexican, Michael knows first-hand the importance of honoring students’ cultures and languages and has developed his passion and expertise for dual language education through his experiences as a parent, teacher, administrator, and program development specialist. Michael is exceptionally well prepared to lead DLeNM in realizing its mission to develop, support, and advocate for high- quality dual language education in New Mexico and beyond.

Congratulations, Michael! The DLeNM Board of Directors is excited for the organization’s future and looks forward to many productive and exciting years of collaboration with you as our next Executive Director. ¡Seguimos con la cosecha!

Growing up in Pecos, New Mexico I was fortunate to be immersed in the culture and customs held by many Norteño communities. It was part of life for us to enjoy traditional home-cooked New Mexican food, participate in religious rites of passage, and listen to Spanish music on Saturday mornings. A reality for many from my generation and those that have followed is that while all the adults around us spoke Spanish regularly, for various reasons (i.e., the changing times and influences, assimilation, or their own experiences facing punishment for speaking Spanish), passing on the use of our language was no longer a priority. It was not until I entered college, unsheltered from the comforts of my community that I recognized my connection to Spanish as a void within my identity. It was at that point I committed to reclaiming it, for me.

My path as a bilingual educator and administrator confirmed many of the beliefs I came to defend regarding the importance of language. One’s culture and identity are stronger when connected through language. Having been involved with the development of numerous Spanish dual language programs here in New Mexico and across the country, as well as new ventures with the Tlingit (Native Alaskan) and Japanese languages, I have seen firsthand the power that bilingualism and biliteracy can bring. For students whose first language is Spanish, dual language programs allow them to build a strong foundation while better facilitating their acquisition of English. For heritage speakers like me, it gives language development a place and purpose, strengthening connections with one’s roots, and opens up a world of possibilities. For me, it led to an entire career path I never dreamed of.

One of my proudest dual language moments was when my daughter, in her first year of kindergarten in a 90/10 program, was able to hold conversations with my grandfather in Spanish, his first language. It was a beautiful bonding moment that I never had growing up. As a parent, it is one I will never forget. From that moment nearly twenty years ago, I was hooked! Dual language is my passion. There are many stories like mine that exist in all corners of our state and within all language groups. I am grateful for the opportunity to lead DLeNM into its next chapter. In my new role, I am even more committed to helping support programs and opening doors for the many students who need and deserve an educational experience that values the strengths and history they bring. ¡Adelante!

Summer 2022 Soleado is here!

Soleado: Promising Practices from the Field! Featured in this issue: Find out how middle school teachers from Gadsden helped students write math poetry! There is also a great resource for English-Chinese dual language teachers, an article on GLAD® strategies that hang together, on how teachers in Shoreline, WA made the 3rd goal of DLE real for their students, and a day-in-the-life account of a mid-school student. Click here to access the summer issue of Soleado.

The National Dual Language Education Teacher Preparation Standards

DLeNM is proud to announce the National Dual Language Education Teacher Preparation Standards (NDLETPS) has received full acceptance status from the Council for the Accreditation of Educator Preparation. The NDLETPS (@2018) were co-authored by Drs. Michael D. Guerrero (University of Texas at Rio Grande Valley) and Joan R. Lachance (University of North Carolina at Charlotte).