Teachers and Parents Examine Writing in Dual Language Contexts
Three districts unite to provide professional development on Spanish writing to dual language educators. Teachers and administrators from Fallbrook Union Elementary SD, Valley Center-Pauma USD, and Oceanside USD Fallbrook met for their first writing analysis workshop provided by Project ACCEPT, a 5-year $2.56 million grant awarded to Dr. Ana Hernández, Associate Professor of Multilingual and Multicultural Education, from the US Department of Education, Office of English Language Acquisition, to improve the education of English learners through teacher professional develop and parent/family digital literacy workshops. Research shows that by increasing the student’s primary language skills, their English skills improve by transferring skills from one language to the other (Baker, 2006; Cummins, 2008; Lindholm-Leary 2001, 2005; Lindholm-Leary, & Genesee, 2010; Thonis, 1983).
Teachers brought sample Spanish papers from their students to examine writing skills within the context of dual language education in PreK-6th grade. Each grade level examined students’ Spanish narrative writings for content and linguistic features and then collaborated in analyzing trends and patterns across all grade levels. Keynote speakers for the professional development included Drs. Hernández and Daoud from the School of Education, as well as team members from the grant’s Professional Learning Community and recent graduates from our MA in Education program. Teacher participants provided the following comments on their feedback forms:
- It was beneficial to have time to collaborate with teachers from other districts. It helped me with ideas on how to improve my lessons.
- It was great to see and compare writing structures of different students from other school sites. The collaboration was outstanding.
- Next steps, I am looking more closely at lessons which can address the needs of my writers.
- This was a very informative opportunity. I am already exchanging resources with teachers from other districts. It was beneficial to have time and collaborate with the other teachers. It helped me with ideas on how
Parents of English learners recommended by teachers in this project will begin their digital literacy workshops this month at their local school districts. Workshops will be conducted by bilingual teachers and each parent/family will receive a mobile device. Workshops will target how to use the devices in a variety of ways that reflect how students use technology in the classroom and ideas for parents in supporting their children’s literacy, as well as building or strengthening their own technological skills.
Learn more and Apply for Project ACCEPT Grant Opportunities!