Como desarrollar una escuela de dos idiomas en la región de Hartford
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Saturday, April 13, 2013
9:30am welcome & coffee
10:00-11:30am panel & discussion
Commons Building Cafeteria at the Learning Corridor
43 Vernon Street, Hartford, CT
open to the public
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Join our discussion on creating a dual-language magnet school for the Hartford region. Dual-language schools (also known as two-way immersion) enroll balanced numbers of English-speakers and native speakers of the partner language (such as Spanish), and design a curriculum for all students to learn both languages. Dual-language schools have successfully brought together English- and Spanish-speaking students for a quality education in other parts of the United States. How can we draw upon this model to create an interdistrict magnet school for city and suburban students in the Hartford region?
Marina Perez Taverner, on starting-up a dual language school and curriculum design
Video: students & parents at Puentes dual-language immersion program, Regional Multicultural Magnet School, New London, CT (by Nyesha McCauley, Achieve Hartford)
New England resources on public dual-language schools:
- Dual Language & Arts Magnet Middle School, Waterford, CT
- John Daniels School of International Communication (preK-8 dual), New Haven CT
- Regional Multicultural Magnet School (K-5 dual language), New London, CT
- Amigos School (preK-8 dual language), Cambridge, MA
- Barbieri Elementary Two-Way Bilingual School, Framingham, MA
- International Charter School (K-5 dual language), Pawtucket, RI
“A Peek into the Life of Barbieri Elementary: A Two-Way Bilingual School / Una Escuela de Doble Via,” Framingham, MA, by Brad Puffer, 2013, http://www.youtube.com/watch?v=pNGBNdnfNh0.
Eaton, Susan. Have We Learned Our Language Lesson? In Spite of Massachusetts’ Decade-Old English-Only Law, Two-Way Bilingual Programs Demonstrate Promise and Enjoy Enduring Popularity. Stories from the Field. One Nation Indivisible, June 2012. http://www.onenationindivisible.org/.
Hartford-area resources on dual-language public schools:
“The Quest for Dual Language Literacy: Huge Challenge May Also Be Hartford’s Greatest Opportunity.” Achieve Hartford Education Matters (February 7, 2013). http://www.achievehartford.org/upload/files/2-7-13–EDUCATIONMattersEXTRA(2).pdf.
Hartford Public Schools. Two-Way Language Program Feasibility Study, January 3, 2013. http://www.achievehartford.org/upload/files/DualLanguageDiscussion—20130124123318926.pdf.
Dyrness, Andrea. “Opinion: We Should Promote Bilingualism in Schools.” Hartford Courant, March 23, 2012. http://www.courant.com/news/opinion/editorials/hc-op-bilingualism-makes-us-smarter-20120323,0,550496.story.
Did you know that in 1990, leaders from Trinity College, Hartford, West Hartford, and Glastonbury considered building a dual-language magnet school in the space that eventually became the Learning Corridor? Read more in this Hartford Courant article.
“Puentes Dual-Language Immersion Program, Regional Multicultural Magnet School, New London, CT” video by Nyesha McCauley, Achieve Hartford, 2013, http://player.vimeo.com/video/63933986.
National resources on dual-language public schools:
Howard, E.R., et al. Guiding Principles for Dual Language Education, 2nd edition. Washington DC: Center for Applied Linguistics, 2007.
List of 422 programs in Directory of Two-Way Bilingual Immersion Programs in the US, Center for Applied Linguistics, 2012.
Utah Department of Education, “Utah Dual Immersion,” video, 2011, http://www.youtube.com/watch?v=hTG0YFU8vWA.
Dual Language Education of New Mexico, “Voces Bilingües, Voices of the Future” video, 2011, http://player.vimeo.com/video/33035607.
Scholarly resources on dual-language learning:
P. Zitlali Morales and Ursula S. Aldana, (2010) “Learning in Two Languages: Programs with Political Promise,” in Forbidden Language: English Learners and Restrictive Language Policies, Edited by Patricia Gándara and Megan Hopkins, New York: Teachers College Press.
April Linton and Rebecca C. Franklin (2010), “Bilingualism for the Children: Dual-Language Programs Under Restrictive Language Policies,” in Forbidden Language: English Learners and Restrictive Language Policies, Edited by Patricia Gándara and Megan Hopkins, New York: Teachers College Press.
Ofelia Garcia and Jo Anne Kleifgen (2010), Educating Emergent Bilinguals, New York: Teachers College Press.
Norma González (2005), “Children in the Eye of the Storm: Language Socialization and Language Ideologies in a Dual-Language School,” in Building on Strengths: Language and Literacy in Latino Families and Communities, Edited by Ana Celia Zentella.
Genesee, F. & Lindholm-Leary, K. (2013). Two case studies of content-based language education. Journal of Immersion and Content Based Language Education. John Benjamins.
Howard, E., Sugarman, J., and Christian, D. (2003). Trends in two-way immersion education: A review of the research. (Technical Report 63). Baltimore, MD: Center for Research on the Education of Students Placed at Risk (CRESPAR).
Howard, E. & Sugarman, J. (2007). Realizing the Vision of Two-Way Immersion: Fostering Effective Programs and Classrooms. Washington, DC: Center for Applied Linguistics.
Thomas, W. P. & Collier, V. P. (2012). Dual Language Education for a Transformed World. Albuquerque: Dual Language Education of New Mexico and Fuente Press.
Email questions to the event planning group via Jack Dougherty at Trinity College