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    • Abstract: Multiple Languages, Multiple Paths, Lifelong Benefits. San Diego County Office of Education is leading plans to equip local students for their future in the ... Global Workplace Readiness For All: Multiple Languages, Multiple Paths, Lifelong Benefits

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San Diego County Office of Education
San Diego County Office of Education is leading plans to equip local students for their future in the
interconnected world of the 21st century. A World Language Plan has been developed as part of this
effort to assist districts in preparing all students for the global economy. The SDCOE Strategic Plan
calls for Global Workplace Readiness focused on world language study and the initiation of more
dual language programs at the early grades. Along with this focus is a marketing plan to build public
awareness of the need for children to develop multilingual skills.
This World Language Plan aims to assist districts and schools whether investigating possibilities,
starting a new program, or enhancing an existing world language study or dual language program.
The networks, the professional development offerings, and the resources in the new World Language
Plan enable us to work in collaboration throughout the county. The more we work together and learn
from each other - the stronger our world language and dual language programs will be — and the
better prepared for this new era ALL our students will be.
Randolph E. Ward, Ed.D.
San Diego County Superintendent of Schools
Why Learn Another Language?
Knowing other languages & cultures:
3 Brings opportunities
Benefits 3 Opens doors
3 Extends your reach
3 Leads to employment opportunities
3 Strengthens literacy and problem-solving skills
3 Builds intergroup relationships
3 Bridges multiple cultural and language worlds
Global Workplace Readiness For All: Multiple Languages, Multiple Paths, Lifelong Benefits

World Language Programs
Languages as a Course of Dual Language/Immersion
World Language – previously known as foreign language, There are different kinds of dual language/immersion programs depending on the student population. All
world language classes have typically begun in middle school dual language/immersion programs, however, have one common critical element – 50% or more of the
and/or high school. Students must study two years of the same instruction is provided in the partner language.
world language to meet the freshman admissions requirements
for University of California and California State University systems. n Developmental Bilingual Education (DBE) programs educate English learners (ELs) using both English and their first
language for academic instruction. DBE is an additive approach, in which the first language of ELs is not lost but is
Foreign Language in Elementary School (FLES) – FLES developed.
programs usually meet daily. These programs follow the natural
sequence of language learning: understand, speak, read and write. n Two-Way Immersion programs integrate native English speakers and speakers of another language, providing instruction
Some FLES programs begin in kindergarten and continue through in both languages for all students. Two-way immersion programs promote bilingualism and biliteracy, grade-level
6th, others might not begin until 2nd, 3rd or 4th. academic achievement, and positive cross-cultural attitudes and behaviors in all students.
n Heritage Language Immersion programs are additive programs that enable English-dominant students to reclaim their
Foreign Language Experience (FLEX) – FLEX programs are
heritage language and receive an education that incorporates a culturally responsive curriculum in school.
exploratory in nature. Classes may meet only once or twice a week.
The goal is to introduce the children to one or more languages and n Foreign Language Immersion programs, also known as one-way are designed to enrich the education of native-English-
cultures to motivate them to pursue further language study. speaking students by immersing them academically in a second language.
For additional information on dual language terminology visit the Center for Applied Linguistics website http://www.cal.org
Global Workplace Readiness-Professional Development Opportunities at a Glance
Professional Development Opportunities Most Appropriate For: World Language Types of Programs:
Investigating Starting Enhancing Foreign Language Dual Language
New Program Current Programs K-6 6-12 Two-Way One-Way Developmental
Global Workplace Readiness X X X X X X X
Dual Language 101 X X X X X
Visiting Existing Programs X X X X X X X X
Virtual Tours: Film Lending Library X X X X X X X X
VIP Red Carpet Bus Tour X X X X X X X X
Highly Qualified Bilingual Teachers X X X X X X X
Got Standards? Make Them Come Alive X X X
Adopting a Seal of Biliteracy X X X X X
Research-Based Guiding Principles for Dual Language Education X X X X X X
Standards-Based Spanish Language Arts X X X X X X
Recommended Books in Spanish (K-6) X X X X X X
World Language Classes for Teachers X X X X X X
Annual Dual Language Institute X X X X X X
Elementary World Language Enrichment X X
World Language Study: Getting on the Agenda X X X
Project GLAD in Any Language X X X X
Advanced SDAIE X X X X
Spanish for Spanish Speakers X X
Dual Language Network X X X X X X
World Language Networks and PLCs X X X X X
Spanish Language Cadre X X X X X X
Customized Support and Follow-Up Coaching X X X X X X
Dual Language Next Steps X X X X
Annual Biliteracy Symposium X X X X
Professional Development Opportunities at a Glance
Global Workplace Dual Language Visiting
Readiness 101 Existing Programs
The San Diego County Office of Education is leading efforts Looking to start a dual language program at your school? Join the Dual Language Network on its annual school
to transform public education for the 21st century. visit. These visits provide the opportunity to learn from
Dual Language Implementation 101 is an intensive 3-day and see a program in action for both the experienced dual
Learn about the importance of global workplace readiness key stakeholder training for the development of new dual language educator and educators interested in pursuing
for San Diego students by arranging for a presentation for language programs. This training is for schools planning to the development of a dual language program in their
your school, district, or community group. Presentations implement a new dual language program within the next district.
range from a 15-minute overview to a full-day workshop, two years. Dual Language 101 will help you get started,
and may be customized to meet your specific needs. obtain resources for planning your implementation, learn Each Dual Language Network school visit includes:
Presentations include background information and about research and data, ground yourselves in the key a program overview, classroom visitations, time for
resources on the wide variety of existing program types, components necessary for success, select a dual language questions, and network sharing.
the research foundation and expected outcomes of model, and develop an action plan.
various programs, guiding principles for dual language, Join the Dual Language Network as it visits 90-10 schools,
information on tools for implementing the new K-12 All this & much more is offered at the Dual Language 80-10-10 schools and 50-50 schools.
California world language standards, best practices for 101 intensive 3-day training. Remember, don’t reinvent Whether you’re an experienced dual language educator or
curriculum and instruction, and a sample community the wheel. Learn what tools exist to help you successfully a novice, you won’t want to miss the opportunity to see a
survey. implement a dual language program. dual language program in action!
Sally Fox, [email protected] Nenette Adelson-Rodríguez, [email protected] Nenette Adelson-Rodríguez, [email protected]
Virtual Tours: VIP Red Carpet Highly Qualified
Film Lending Library Bus Tour Bilingual Teachers
Take a virtual tour of dual language programs and learn The Red Carpet Tour is an event designed for What types of credentials do dual language or world
about their multilingual, multicultural students by superintendents, assistant superintendents, school board language teachers need in California? What are the
borrowing one of our fascinating films, including: members and business leaders. requirements for hiring international teachers?
Speaking in Tongues, a thoughtful and interesting Join hosts County Superintendent Dr. Randy Ward and How do prospective teachers prepare for the examinations
examination of four dual language immersion programs. English Learner and Support Services Director Nenette leading to the BCLAD authorization in Spanish? Is it true
You and your school, district, or community group will Adelson-Rodriguez as they tour some of San Diego that any BCLAD-credentialed teachers can teach in a dual
be charmed and challenged by this 2009 San Francisco County’s dual language programs. language program?
International Film Festival Audience Award winner.
On this tour participants will: learn more about San A 20-hour CSET-LOTE IV test preparation (bilingual
We Speak America, a heartwarming exploration into Diego County Office of Education’s strategic focus on methodology) course is offered by SDCOE for all language
the complexities of identity, immigration, culture, and world languages as part of global workplace readiness; groups. A 20-hour CSET-LOTE V test preparation (culture)
language issues faced by parents, young adults, and experience different dual language models in action and course is offered for those working towards a BCLAD in
teachers. This film, produced by InterCultura Multilingual their effect on the students; and have the opportunity Spanish.
Media for California Tomorrow, was nominated for Best to ask questions, get answers from the field, and see the
Documentary in Film at the Imagen Foundation’s 18th research and data. For CSET-LOTE prep courses contact:
Annual Awards. Nenette Adelson-Rodriguez, [email protected]
For credential inquiries and international teacher
CONTACT: CONTACT: requirements contact:
Nenette Adelson-Rodríguez, [email protected] Nenette Adelson-Rodríguez, [email protected] SDCOE HR Credentials Unit: (858)292-3716
Investigating, Getting Started: Parents, Community
GOT STANDARDS? Adopting a Research Based
Make Them Come Alive! Seal of Biliteracy Guiding Principles for
This hands-on, one-day, interactive workshop will give Help students market their bilingual skills as an asset, Dual Language Education
secondary world language educators an opportunity provide them with more job options, and honor multiple The Guiding Principles for Dual Language Education,
to learn and share a multitude of instructional ideas language proficiency. based on research on effective schools, were developed by
for making the newly adopted (2009) California world leaders in the field as a tool to assist dual language schools
language standards come alive, within the previously A Seal of Biliteracy or a pathway ceritifcate communicates
in continuously improving their programs.
approved Framework. clearly that mastery of two or more languages is an impor-
tant skill for participation in a 21st century diverse world
Available free through the Center for Applied Linguistics
Activities include getting better acquainted with and and economy. It honors the skills our students attain, and
(www.cal.org), these principles are arranged into 7
analyzing the standards, planning effective standards- is attractive to future employers and college admissions
strands: assessment and accountability, curriculum,
based lessons, and creating instructional materials. This offices.
instruction, staff quality and professional development,
is done through experiencing best practices and powerful program structure, family and community, and support
Contact us for sample Board Policies of how other districts
strategies for developing language proficiency with a and resources.
honor their students with a Seal of Biliteracy and to learn
focus on student engagement, comprehensible input, and
how your district can implement it and receive recognition
comprehensible output. Learn how other dual language programs have
at the Biliteracy Symposium.
implemented these research-based best practices at their
Participants should bring their school or district CONTACT: sites. See the Guiding Principles in action through the
instructional materials. They will have time to network Sally Fox, [email protected] “Even the Walls Talk” photo documentary.
with colleagues and collaborate with the presenter and
each other, planning lessons for their classrooms and CONTACT:
sharing techniques for both formative and summative Nenette Adelson-Rodríguez, [email protected]
Sally Fox, [email protected]
Standards-Based Spanish Recommended Books in World Languages:
Language Arts Spanish (K-6) Classes for Adults
Side by Side is a document designed to portray This is a standards-based publication produced by the San Are you interested in learning Mandarin Chinese?
a correlated visual of the English Language Arts Standards Diego County Office of Education which is tremendously
(ELA), English Language Development Standards (ELD), helpful to classroom teachers, resource teachers, and Would you like to improve your advanced Spanish skills?
and the Estándares de Lecto-Escritura en Español for school librarians. This easy-to-read, user-friendly
grades K-2, 3-5, and 6. publication lists Spanish titles that were hand-selected Is there another language you would like to explore or
by two-way Spanish immersion grade-level teachers. The improve?
Spanish for Spanish Speaker course outlines are accredited document:
for high school and enable English learners of Spanish If you gather a group of peers who have the same
linguistic background to accrue A-G credits while learning • is tabbed by grade level; proficiency and interests, San Diego County Office of
English. Standards-based parallel course outlines in Education will tailor a language class to meet your specific
grades 7-12 based on the California language arts content • lists book titles by content area; needs, providing a course for beginning to advanced
standards and Framework are the venue for access to proficiency levels.
rigorous content, systematic and explicit transferability • covers language arts, science, mathematics and
of skills and lead to high levels of language proficiency in social studies; The course may be held in a classroom after school, at
both English and Spanish. the main SDCOE campus on Linda Vista Road, or at one of
• includes additional read-alouds; and the two SDCOE satellite centers – NCREC (North County
Regional Education Center) or SCREC (South County
• gives an author, publisher, ISBN # and topic/ Regional Education Center).
theme for each title.
Silvia Reyes, [email protected] Nenette Adelson-Rodríguez, [email protected] Nenette Adelson-Rodríguez, [email protected]
Addressing Standards, Using Research as Guide for Success
Annual Dual Elementary World Language World Language Study:
Language Institute Enrichment Getting on the Agenda
The Dual Language Institute has been sponsored by the This hands-on interactive workshop was designed for This 90-minute, interactive workshop may be scheduled
San Diego County Office of Education since 2001. This full- elementary world language educators. Whether you upon request. It has three purposes:
day learning and networking opportunity begins with a teach a world language in an after-school class or during
nationally-known keynote speaker followed by break-out the school day, this is a workshop designed to support • To share best practices for increasing and ensuring
sessions featuring local dual language educators. your instruction and help you plan your world language student engagement and comprehensible input
lessons. The presenter will model best practices by actively in the world language classroom;
This is a special opportunity for dual language educators involving participants in engaging communication-based • To provide tools, information, and ready-made
to participate in professional development specifically lessons focused on comprehensible input and output and PowerPoint presentations you can customize
designed to meet their needs, whether they are tied to the newly adopted K-12 California world language to advocate for your world language program; and
investigating the possibility of implementing a dual standards. • To facilitate the implementation of the new
language program or fine-tuning their established California K-12 world language standards by
program. Whether your school has a two-way, one-way, Participants should bring a sample of their school or creating awareness and building understanding.
or developmental program; a 90-10 or a 50-50 structure; district instructional materials. They will have time
or is beginning investigations into starting a program, to network with colleagues and collaborate with the Participants may be teachers, administrators, or
there is something for everyone. presenter and each other, planning effective standards- community members who are seeking support in their
based lessons for their classrooms, and sharing techniques efforts to advocate for world language programs.
for both formative and summative assessment.
Nenette Adelson-Rodríguez, [email protected] Sally Fox, [email protected] Sally Fox, [email protected]
Project GLAD Advanced Spanish for
in Any Language SDAIE: Spanish Speakers
Project GLAD (Guided Language Acquisition Design) is Advanced SDAIE (Specially Designed Academic The WRITE Institute has designed a unique course for
an instructional model dedicated to building academic Instruction) in any language is a dynamic, four-day teachers of Spanish for Spanish Speakers to improve the
language and literacy for all students, especially English hands-on professional learning series focusing on lesson literacy and academic achievement of bilingual students
learners. The GLAD model addresses multiple state design and strategies for scaffolding learning. It is a in grades 4-12.
standards simultaneously through thematic units using series intended for school or district teams to provide
existing curricula and state-adopted instructional participants the opportunity to develop as a professional Teachers receive: reading and writing strategies to improve
materials, along with teacher-created support materials. learning community. literacy; three genre-specific writing units; standards-
aligned curriculum and assessment; and scientifically
GLAD classrooms are characterized by their visually rich Participants are actively engaged in strategies and slowly research-based staff development.
language functional environments. Students’ acquisition build up a repertoire of scaffolding techniques throughout
of multiple languages is supported by scaffolded the training. CONTACT:
instruction, cooperative learning, and highly motivating Laurie Nesrala, [email protected]
materials. Critical components of the series are: lesson design format
for planning effective lesson sequences; in-depth analysis El idioma español, sigue la palabra, is for K-6 teachers of
The GLAD Tier I training consists of a prerequisite 2-day of the six essential instructional scaffolds; and a focus on Spanish language arts instruction.
overview training followed by a 4 or 5-day in-classroom engagement, active learning, and brain-based strategies
demonstration. across the domains of language and literacy. The Spanish language arts standards have a beautiful
CONTACT: strand on the Spanish language woven into them. Learn
Sally Fox, [email protected] CONTACT: about ways to incorporate the teaching of the Spanish
Terry Barrón, [email protected] language into your lessons.
Silvia Reyes, [email protected]
Engaging Students, Making Input Comprehensible
SDCOE World Language Networks Spanish Language
Dual Language Network and PLCs Cadre
A network for educators who enrich children’s lives in dual Come join one of the world language networks and The Spanish Language Arts Cadre provides teachers,
language programs and support parents’ quest for their professional learning communities (PLC) formed to parents, and administrators multiple venues for
children to be multilingual, culturally diverse individuals. provide a venue for collaboration and sharing of best collaboration, communication and networking in order to
practices as related to world language study: support and sustain leadership development, standards-
Would you like to network electronically with other dual based Spanish language arts assessment, curriculum and
• Administrators and Resource Teachers’ Network
language educators? The SDCOE Dual Language Network instruction for Spanish and Dual Language arts instruction
has an email group with over 300 members. To join, • Elementary PLC for pre-K through 6th grade teachers in grades K-12.
contact Nenette Adelson-Rodríguez. of world language enrichment programs during or
after school.
Annual activities sponsored by the Dual Language Network • Secondary PLC for world language teachers in CONTACT:
include: a “Starting off the Year” Meeting; a Dual Language grades 7-12. Silvia Reyes, [email protected]
Program Site Visitation, and the “spring break” Dual
Language Institute. PLC meetings serve as a forum for sharing information and
best practices related to world language study, refining
The goal of the Dual Language Network is to provide standards-based lesson design using the California K-12
information, awareness training, and networking world language standards, and networking between and
opportunities for dual language educators to promote among districts throughout San Diego county.
multiteracy in order to prepare ALL students for today’s
global society.
Sally Fox, [email protected]
Nenette Adelson-Rodríguez, [email protected]
Customized Support Dual Language Annual
and Follow-Up Coaching Next Steps Biliteracy Symposium
Follow-up support for both teachers and administrators This 3-day intensive training is designed to strengthen ex- The Leadership in Biliteracy Symposium is an awards
is a critical component of successful implementation of isting dual language programs. This training was created celebration held each year in May. This event honors
professional development for continuous growth. for key stakeholder teams working on expanding and/or district and community leaders, promotes biliteracy as
improving their existing programs. This training includes an educational asset, and celebrates the achievements of
Follow-up sessions take place at the school site and may work with “The Guiding Principles for Dual Language the community by acknowledging individuals who have
be structured in a variety of ways, as the particular school Education” with a focus on the Guiding Principle of Cur- made significant contributions in promoting biliteracy for
prefers. Some examples include: riculum, Instruction, Assessment and Accountability our students.
and will provide teams from existing programs the op-
• Trainer observes lessons and provides feedback portunity to reflect and plan next steps for continuous In addition to recognition of two honorees per district,
• Trainer assists with lesson planning improvement. the Bea Gonzales Leadership in Biliteracy recognition
• Trainer reviews and models strategies with students is awarded to one person or institution each year. This
• Trainer works with grade-level teams to develop The Dual Language Next Steps trainings also includes county-wide award includes student scholarships.
thematic unit(s) program self-assessment, research-based effective prac-
• Trainer does classroom walk-throughs with tices, curriculum alignment planning, review of essential Districts who have adopted a Seal of Biliteracy are also
administrator characteristics/criteria for success, and development of recognized at this special educational event.
an action plan.
Adv. SDAIE: Terry Barrón, [email protected] CONTACT: Nenette Adelson-Rodríguez, [email protected]
GLAD: Sally Fox, [email protected] Nenette Adelson-Rodríguez, [email protected]
Fostering Continuous Improvement, Leadership & PLCs
Global Workplace Readiness:
Preparing ALL students for the 21st century
At whatever stage of providing world language opportunities your district or school currently finds itself…
Investigating, Initiating, Enhancing, or Expanding
For whatever program type or model you have or plan to implement…
One-Way, Two-Way, Developmental, 50-50, 90-10, FLES, FLEX, or World Language Study
And whatever next steps or support you need for your world language program…
Resources, Materials, Best Practices, Professional Development, or Network Opportunities
San Diego County Office of Education can help you!
Nenette Adelson-Rodríguez at 858-569-5350, [email protected], or visit our website at http://www.sdcoe.net/elss
Multiple Languages, Multiple Paths, Lifelong Benefits
Contact Information:
Nenette Adelson-Rodríguez
Director, English Learner and Support Services
(858) 569-5350
[email protected]
Mónica Nava
Senior Director, English Learner and Support Services
Randolph E. Ward, Ed.D.
San Diego County

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