January-May TDP: Dual Language Essentials (2 SDW Credits)

Dual Language Essentials ON-LINE Collegial Study

STARTING Now-May 30, 2017

• 11 Online Modules with lively online interaction, and three face to face meet ups!

Learn how effective programing for English Learners impacts achievement, engagement and college and career readiness.

Build your leadership capacity and stewardship of the Dual Language Program in your school, and in our district.

TO join, email dmgarcia@waukesha.k12.wi.us

**Modest stipend will be available for those who complete.

You will learn:

1. How does Dual Language Enrich a student’s overall well being?Define Additive and Subtractive Bilingualism. How is the Dual Language Program superior to programs whose goals are monolingualism?
2. The SDW Dual Language Program is referred to as 90:10. What are the benefits of a 90:10 program? How do schools and staff elevate the status of the non-English Language in the learning environment and the school-wide community?
3. How do teachers teach in two languages? How would you describe to a parent group of your choice about how teachers use language for teaching?
4. How can we help staff and parents to become experts in answering the question. Why is Dual Language Education Beneficial?
5. What techniques do teachers use to make language comprehensible to students? Refer to specific strategies in the reading.
6. Name the varieties of objectives that must be considered in instructional planning for Dual Language acquisition and literacy.
7. How does literacy develop in two-languages?  What seems to be a key factor in the Spanish proficiency of Non-ELLs? Describe why literacy is taught in Spanish to all learners. What is the relationship between early proficiency in Spanish and Non-ELL parents perception of the quality of the program?
8. How is learning to read in two languages similar and different from learning to read in a native language only?
9. What are the three phases of instruction (not including assessment) that work together to create a learning experience that moves from the concrete/experiential to the abstract (like reading and writing).
10. How would you describe the equity dilemma in the Dual Language Program? Why does this happen, and how can we be proactive to prevent this dilemma?
11. What must we do as a system to increase the authentic and meaningful engagement of ELL families in our Dual Language Community to our schools and programs?