DLeNM's MITOTE

Join us for this comprehensive professional development institute designed to explore dual language programming at the secondary level. You will gain insights into effective advocacy strategies for promoting dual language education in your school community and beyond.  We will delve into best practices for designing, implementing, and sustaining dual language programs in secondary schools. Come elevate your leadership skills to effectively lead and support diverse teams while fostering linguistic and cultural proficiency among students. Empower yourself to drive positive change and create inclusive learning environments that prepare students for success in an increasingly interconnected world.

In this episode, we are joined by a group of distinguished experts:

• Dr. Ester de Jong – University of Colorado, Denver
• Dr. Sue Hopewell – University of Colorado, Boulder
• Dr. Mariana Castro – University of Wisconsin, Multilingual Learner Research Center
• Mr. Michael Rodríguez – Dual Language Education of New Mexico

Members of the DLBE Research Steering Committee discuss the importance of the DLBE Research Action Agenda (DRAFT) in guiding those interested and committed to better understanding instruction & program implementation. These guests played a key role in organizing and facilitating the 2023 DLBE Researcher Convocation and the 2024 Research Design ‘Gathering,’ where valuable insights and ideas were gathered from over 50 researchers, educators, and foundation leaders. The Agenda is posted on the University of Wisconsin’s Multilingual Learner Research Center’s website and includes a DLBE directory where researchers can add their contact information to be connected with the work moving forward.  

Visit:Multilingual Learner Research Center – DLBE Research Action Agenda 

Coming soon:  MITOTE episodes about the research guided by the DLBE Research Action Agenda

You can contact our guests:  Dr. Ester de Jong – UC, Denver ([email protected]), Dr. Sue Hopewell – UC, Boulder ([email protected]) and/or Dr. Mariana Castro – Multilingual Learner Research Center (University of Wisconsin) ([email protected])

Questions about this podcast can be sent to Michael Rodríguez at:[email protected]

Released as part of DLeNM’s Monograph Series in Fall 2023, Navigating Tensions Between Translanguaging . . . looks at how educators must explicitly plan for language instruction across the dual language curriculum.  We’ll examine synchronous vs. asynchronous translanguaging and why pedagogical translanguaging truly helps students utilize their entire linguistic repertoire in the classroom and life. And, we’ll hear why reframing instructional language as a continuum is so important for effective instruction in the DLE Classroom.  

For further information on the monograph: Navigating Tensions Between Translanguaging and Separation of Languages in Dual Language Programs

Available at www.dlenm.org (2023, Fuente Press-DLeNM) 

Questions about this podcast can be sent to Michael Rodríguez at: [email protected]

Dr. Mudambi has  worked as a teacher, administrator, and scholar around issues of DLI and linguistic equity.  An associate of the Multistate Association for Bilingual Education, New England (a DLeNM partner), Dr. Mudambi is launching the consulting firm:  Language & Equity Solutions, where she will continue to partner with and support DLE programs around the country.  In this episode we learn about the seven sides of dual language instruction and what schools need to understand if they are to improve the quality and effectiveness of their dual language instruction and program implementation.  

For further information on The 7 Sides of DLI, and Dr. Mudambi’s work, please visit: 

Questions about this podcast can be sent to David Rogers at:  [email protected]

Coauthor of the publication Gentrification of Dual Language, Bilingual, and Immersion Education: Solution-Oriented Research and Stakeholder Resources for Real Integration (Delavan, Freire & Menken, 2024), Dr. Juan Freire provides a clear and concise explanation of three identified categories of gentrification: Demographic Gentrification, Discursive Gentrification, and Programmatic Gentrification.  

To review Dr. Freire’s body of work, go to Google Scholar.

Contact him at [email protected].

Questions about this podcast can be sent to David Rogers at [email protected].

Mitote (mə̇ˈtōtē)Aztec - an ancient and modern secular round dance; Nahuatl - gathering; Spanish - disturbance, informal = charla/chat

Replacing western education systems with tribal-community-run language programs is a foundational step in helping to increase the number of Indigenous language speakers and supporting its use in the community.  Samuel Catanach (P'osuwaegeh Ówingeh"- Pueblo of Pojoaque) and Patrick Werito (Diné) discuss the important work of community leaders who view language teaching and learning through an Indigenous lens as the best way to strengthen the community language, culture, and way of life for current and future generations.  

Further Info on Indigenous language revitalization  

Questions about this podcast can be sent to David Rogers at:  [email protected]

Collaboration is essential for effective DLE programming. In this episode, the Tandem Teachers discuss key components for collaboration, as well as their newly released publication DL Tandem Teaching  along with helpful resources they offer. All dual language programs, regardless of their teaching model,  will benefit from this podcast and  the resources offered to plan for effective language allocation and instructional delivery.  

Further Info on The Tandem Teachers 

Questions about this podcast can be sent to David Rogers at:  [email protected]

In Part 2 of our conversation with Drs. Collier and Thomas, we discuss the importance of longitudinal research and compare expected academic and linguistic outcomes of bilingual and non-bilingual programs. Dr. Joan Lachance joins the conversation to explain plans for the long-awaited second edition of Educating English Learners for a Transformed World.  This updated publication will now have 40% new material, including book-study tools to help school communities reflect, study, and discuss critical issues concerning the education of multilingual/English learner students.

Further Information: 

Info on Thomas/Collier research & work:  www.thomasandcollier.com

SlideDeck for this episode is available here.

Core to the dual language movement of the 90s and early 2000s, Drs. Wayne Thomas and Virginia Collier helped to silence the critics and inform leaders and policymakers of the design and implementation of effective DLE.  This episode’s guests discuss the importance of longitudinal research and compare expected academic and linguistic outcomes of different bilingual and non-bilingual programs for emerging bilingual students.  The Thomas/Collier Graph is discussed and demonstrated in Part 1 of this two-part podcast episode.

The Slide deck for this episode is available here.

Expert practitioners explain how Structured Literacy-SL (Science of Reading-SOR) was developed and researched with monolingual English-speaking children in mind, with NO context for multilingual learner-ML students in dual language bilingual education programs.

While there have been some positive outcomes with SL/SOR, more is needed to ensure effective literacy for the ML Student in DLBE. In dual language bilingual education, effective literacy instruction needs structured literacy in English AND: