English Learner Families For College (FFC) is an academic program developed to address an urgent problem...English Learners were not reclassifying by the end of middle school, thus blocking their access to A-G curriculum and limiting their college and career prospects. Highly effective English 3D teacher training profoundly impacted CELDT reclassification. In just two years, cohort students went from 19% to 67% reclassification. FFC is a highly replicable, cost-effective program that other districts can implement effectively.
Board member, Moreno Valley Unified School District
Jesús M. Holguín, chair of Create CA, held the post of treasurer of the California Latino School Boards Association for eleven years and has served since 2002 as a member of the Moreno Valley Unified School District Board of Education. Arts Education is a cause that he has worked... Read More →
Superintendent of Schools, Moreno Valley Unified School District
During his 35-year career in education, Dr. Martinrex Kedziora has worked for a number of school districts in a variety of roles: He served as a teacher at both the elementary and secondary levels, vice principal, principal, special-education coordinator, and director of professional... Read More →
This presentation will discuss results and techniques of a small ‘n’ study run in Barstow, California. EL students were taught a new form of ‘funds of knowledge,’ i.e., how to rope certain cognitive-linguistic functions to produce coherent essays. Students increased their participation in other classes, and self-reported an increase in confidence for writing tasks. If time permits, there will be a demonstration of the most effective techniques.
Interests: Engagement to Maximize Language and literacy acquisition.
PhD, Claremont Graduate University, School of Educational Studies. Language-Speech Specialist, Corona-Norco Unified School District. Principle and Consultant, 3D E.S., a Private Practice.
Education: A.B., University... Read More →
This presentation shares most current research results to CABE participants with the goal to increase participants' knowledge about which key factors and pedagogical approaches are crucial for a successful transition of Two Way Immersion EL students to middle and high school in order to better teach and reach biliteracy for all. The presenter shares the result of her research study soliciting experts’ opinions on key factors and pedagogical strategies that support the successful transition of TWI students from elementary to middle and high school.
In 2015, I earned my Doctorate in Organizational Leadership as a member of the inaugural Doctoral class at Brandman University, which added to my abilities as a visionary leader capable of guiding transformational change through collaboration, innovation, and strategic planning. I... Read More →
This study examined teachers’ knowledge and perceptions’ of a dual language immersion (DLI) program that was implemented at a public-school in Orange County. Quantitative data findings suggest that exposure to the DLI program positively impacted teachers’ knowledge of students’ language development. The workshop will be presented in discussion format, creating an opportunity for participants to actively engage. Attendees will gain an understanding of teachers’ perceptions, challenges and rewards in designing and implementing a DLI program.
Students academically at-risk may face more challenges when transitioning from elementary to middle school. How do they fare in a Spanish TWI program? In this presentation, we utilize Participatory Action Research (PAR) processes, an ongoing research method that encourages educators to question their own practices and context in order to improve them. We will discuss how specific groups of students (learning disabilities, low socioeconomic status, English Learners, and certain language minorities) fare in transitioning to middle school. The PAR study explores perceptions and beliefs of dual immersion teachers, parents, students and scholars. This session will also delve into practices, expectations and strategies to improve those transitions.
Mr. Jordi Solsona works currently as a dual immersion Program at Toll Middle School, Glendale, CA. Mr. Solsona spent the 16 years in Spain as an Elementary and Secondary teacher, where he began his teaching career and progressed to counselor and Department Chair as well as University... Read More →
This session explores the ways that teachers respond to curricular change, as observed in a small charter high school in California. This study is concerned with analyzing the effects of the implementation of one such reading and writing intervention, focusing on teachers’ responses to that intervention after a three-year period. The language and literacy intervention had, as its purpose, the development of reading and writing proficiency of a predominently bilingual Latino student population.
Karla Lomelí is a Doctoral candidate in Race, Inequality, and Language in Education (RILE) the newest program in Social Science, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS) at Stanford University. Her research interests involve studying the intersection... Read More →
This presentation features interventions that support biliteracy (English and Spanish) development of English Learners in grades K-8. Through examination of in-depth case studies, presenters discuss how they collect data to diagnose literacy behaviors and in turn use metalinguistic strategies to support reading comprehension and writing skills in 1:1 interventions.
This presentation shares groundbreaking research related to linguistic cognitive benefits of bilingualism. This research field explores cognitive advantages related to bilingual populations from California’s Central Valley, and has significant contributions to understanding early child cognitive development, education, and language acquisition. In addition to providing support for bilingual and dual immersion programs, participants will leave with a breadth of knowledge of research related to bilingual cognition and the role of current research in bilingual education development and support.
A mixed-methods study reveals the characteristics of parent information networks that contributed to parents’ possession of more versus less accurate information about the academic status of their high school students who have been classified as Long-Term English Learners (LTELs). Identified are 1) communication methods, accessible to LTEL parents, that tap existing school district and community resources and 2) school and community resources that address parent concerns.
Interests: Engagement to Maximize Language and literacy acquisition.
PhD, Claremont Graduate University, School of Educational Studies. Language-Speech Specialist, Corona-Norco Unified School District. Principle and Consultant, 3D E.S., a Private Practice.
Education: A.B., University... Read More →
The California Association of Bilingual Teacher Educators will host and facilitate a panel of bilingual Master’s student research presentations about Latinos and by Latinos. Spanish bilingual Master’s students have selected a wide and interesting range of topics to explore: the maintenance of heritage language among former bilingual program students; whether and how Spanish is utilized by Spanish-speaking personnel in pre-school programs; and what Latino parents value in outstanding teachers of their students.
Associate Professor, Biliteracy Education, CSU Fullerton
Dr. Fernando Rodríguez-Valls is Associate Professor at California State University, Fullerton. Dr. Rodríguez-Valls has created partnerships with school districts, local educational agencies and universities to develop and implement community-based [bi]literacy programs. He has also... Read More →
My research interests are in educational policy, evaluation, and reform; with an emphasis in bilingual education, dual language program implementation. I also examine the educational experiences of late entry newcomer youth at the secondary level.
