Caslon Community | Resources

Interdisciplinary Biliteracy Planning Template

Mercuri and Musanti with Rodriquez created an interdisciplinary biliteracy planning template to showcase examples of instruction and assessment from bilingual classes across elementary grade levels, in different types of dual language programs, and serving different populations. In their book they also include a step-by-step guide on how to use the flexible interdisciplinary biliteracy planning template to teach for authentic interdisciplinary biliteracy.

Publication: La enseñanza en el aula bilingüe: Content, language, and biliteracy

Topic: Curriculum, Instruction, and Assessment

Specialty:

Investing in Innovation Fund (i3)

The Investing in Innovation Fund, established under section 14007 of the American Recovery and Reinvestment Act of 2009 (ARRA), provides funding to support (1) local educational agencies (LEAs) and (2) nonprofit organizations in partnership with (a) one or more LEAs or (b) a consortium of schools. The purpose of this program is to provide competitive grants to applicants with a record of improving student achievement and attainment in order to expand the implementation of, and investment in, innovative practices that are demonstrated to have an impact on improving student achievement or student growth, closing achievement gaps, decreasing dropout rates, increasing high school graduation rates, or increasing college enrollment and completion rates.

Publication: Caslon Community

Topic: Policy, Leadership, and Advocacy

Specialty:

Elementary

Secondary

Object(s): website

National Council on Teacher Quality Databurst: Teacher Leadership Opportunities

Teacher leadership is garnering considerable attention these days. According to the National Council on Teacher Quality (NCTQ), 35 states now have some formal policy on designating strong teachers as teacher leaders. These emerging policies create opportunities for clear definitions of teacher leadership roles and responsibilities at the district and school levels.

Publication: Caslon Community

Topic: Policy, Leadership, and Advocacy

Specialty:

Early Childhood

Elementary

Secondary

Science of Reading Clip

This is a clip of Kathy Escamilla's presentation during the 2021 CABE conference, titled "Developing (Bi)Literacy for Emerging Bilingual Learners: Research Based Approaches".

Publication: Biliteracy from the Start: Literacy Squared in Action

Topic: Curriculum, Instruction, and Assessment

Specialty:

Table of Content

The table of contents lists the questions and the experts. You will find practical answers to questions about language for academic purposes, using students’ home languages as resources in learning, content and language demands, PD, authentic accountability and much more.

Publication: Common Core Bilingual and English Language Learners: A Resource for Educators

Topic: Policy, Leadership, and Advocacy

Specialty:

Elementary

Secondary

Object(s): document

Teaching Adolescent ELLs

Rebecca Freeman Field presented this powerpoint in Toronto in 2011. The powerpoint revolves around Cloud, Lakin, Leininger, and Maxwell (2010).

Publication: Teaching Adolescent English Language Learners: Essential Strategies for Middle and High School

Topic: Professional Development

Specialty:

Secondary

Bilingual Learner

Object(s): presentation

Translanguaging Conversation Question 1: What do you mean by the Translanguaging Stance?

Here is a short clip of what you can expect from a series of recorded conversations between the authors of The Translanguaging Classroom: Leveraging Student Bilingualism for Learning, Ofelia García, Kate Seltzer, and Susana Ibarra Johnson, that will be available through Caslon Learning.

In this 2-minute clip Ofelia García explains the concept of the juntos stance. The juntos stance is informed by three beliefs of joint collaboration:
1. Students’ language practices and cultural understanding encompass those they bring from home and communities, as well as those they take up in schools. These practices and understanding work juntos (together) and enrich each other.
2. Students’ families and communities are valuable sources of knowledge and must be involved in the education process juntos.
3. The classroom is a democratic space where teachers and students juntos co-create knowledge, challenge traditional hierarchies, and work toward a more just society.