ALD4ALL Team Presents at AERA 2015

Academic Language Development for All

A Culturally and Linguistically Responsive Professional Learning Study

Icela Pelayo, Ph.D. New Mexico Public Education Department

Susana Ibarra Johnson, Ph.D. New Mexico Education Continuum

Vincent Werito, Ph.D. University of New Mexico

Elisabeth Valenzuela, Ph.D. New Mexico Public Education Department

Supported by the W. K. Kellogg Foundation

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New Mexico

State-funded BME Programs • Models: Dual Language Immersion, Maintenance, Transitional,

Heritage, and Enrichment• Languages: Diné (Navajo), Jicarilla (Apache), Keres, Spanish, Tewa,

Tiwa, Towa, and Zuni

22 Indigenous Nations (Pueblos, Tribes)

All: 338,000

CLD: 71%

ELs: 16% BME: 17%

ELs in BME48%

State BME

Latino 204,24460%

45,28778%

Native American

34,82610%

8,50715%

Total338,324 58,074

17%

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Public School Populations

ALD4ALL Purpose• Align BMEB vision and mission to PED strategic plan

• Connect CCSS 21st century skills and BMEPs

• Strengthen and support New Mexico BMEPs for CLD students and ELs

• What’s working well in NM bilingual education?

• Identify best practices to inform professional learning

• Use Culturally and Linguistically Responsive Approach

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Theoretical Framework

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Sociocultural Theory: Teaching and learning is socially-mediated and context-dependent

(Vygotsky, 1978)

• Culturally and Linguistically Responsive Pedagogy• Lucas, Villegas & Freedson-Gonzalez, 2008• Villegas & Lucas, 2002

• ‘Funds of Knowledge’• Gonzalez, Moll & Amanti, 2005

• Effective Bilingual Education Practices• Cadiero-Kaplan, 2004

• Generative Theory • Ball, 2009 4

Study Questions

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1. How do effective BMEPs identify and conduct PL for

educators of CLD and EL students?

2. How do educators in these BMEPs work with coaches and external facilitators to improve the effectiveness of their

professional learning tasks and activities?

3. What are CLD and EL student outcomes that result from the

instructional activities implemented in the classroom by participating educators?

BMEP: Bilingual Multicultural Education ProgramCLD: Culturally and Linguistically Diverse EL: English LearnerPL: Professional Learning 5

Toward a Generativity Mindset

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— Ball, 2009

Teacher Knowledge Connected to Student

Knowledge

Classroom Activities Facilitate Generative

Thinking

Pedagogical Problem-solving Enhanced by Application of New

Knowledge

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Chaparral Elementary School

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Generative Professional Learning

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CLAR

ITY

OW

NER

SHIP

ACTI

ON

ACTI

ON

EFFI

CACY

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Chaparral Elementary School

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Ojo Amarillo Elementary School

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Ojo Amarillo Elementary School

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Ojo Amarillo Elementary School

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Bridge Navajo Literacy to Oral Language Development

• Navajo Literacy Nights• Encourage parent involvement through literacy based cultural

events• Culture-based experiential learning • Connect traditional Navajo knowledge (stories and language)

to academic content knowledge• Emphasize Navajo holistic academic language and literacy

orientation

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Re: Study Question 1

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Identification of Need Areas• Students’ identified learning needs, based on data• Interview and focus group data• Teacher self-efficacy survey data• Classroom observation data, based on indicators of effective

bilingual practices (Cadiero-Kaplan, 2004)• Holistic Academic Language and Literacy Orientation• School/Program-wide Instructional Planning • Student-Centered Value of Learners• Responsive BME Program Models

• Development/implementation of action plans

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Re: Study Question 2

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Collaboration with Facilitators• Tap prior experiential knowledge of all participants

• Co-generate and co-construct learning experiences

• Use data to make decisions

• Exercise ownership of professional learning

• Engage in critical reflection

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Re: Study Question 3

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Connection of Student Outcomes to Professional Learning

• Professional Learning influenced changes in teachers’ practices:

• Implementation of uniform writing rubric used school-wide

• Production of student-written play to be performed at NHCC

• Development of school-district partnership to support community language revitalization goals

• Increased teacher buy-in for applying new learning

• Increased teacher efficacy15

Reflections• Shift in mindset about the professional learning process

• Teachers are developing, implementing, and reflecting on their own professional learning; owning the process

• The SEA supports locally-generated professional learning

• Educator buy-in

• Increased educator engagement, agency, efficacy

• Sustainability

• Affordability

• Effectiveness

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Implications• Descriptive case studies to provide state guidance on effective

implementation of BMEPs

• ALD4ALL project connects to larger NMPED strategic initiatives and legitimates CLR Pedagogy

• NMTEACH Educator Effectiveness System• Results for All: Culturally & Linguistically Responsive Instruction

Conference• Paradigmatic shifts: changing practices around curriculum,

instruction and assessment

• From “English-only” to CLR pedagogy lens• From compensatory to equitable education for all students

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For more information…• See our 2014

Stakeholder Report

• Visit ALD4ALL.org

Icela Pelayo, Ph.D.icela.pelayo@state.nm.us

Susana Ibarra Johnson, Ph.D.sijohnsonnmec@gmail.com

Vincent Werito, Ph.D.vwerito4@gmail.com

Elisabeth Valenzuela, Ph.D.elisabeth.valenzuel@state.nm.us

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