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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, [email protected]
Susana Ibarra Johnson, [email protected]
Vincent Werito, [email protected]
Elisabeth Valenzuela, [email protected]
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