Resources
Biliteracy Unit Framework: Sample for 3rd Grade
This biliteracy unit framework features a sample for 3rd grade.
Content area: Language arts integrated with science.
Language in which content is taught: Spanish
Publication: Teaching for Biliteracy: Strengthening Bridges between Languages
Topic: Curriculum, Instruction, and Assessment
Specialty:
Object(s): framework
Biliteracy Unit Framework: Sample for 4th Grade
This biliteracy unit framework features a sample for 4th grade.
Content area: Language arts integrated with social studies.
Language in which content is taught: Spanish.
Publication: Teaching for Biliteracy: Strengthening Bridges between Languages
Topic: Curriculum, Instruction, and Assessment
Specialty:
Object(s): framework
Biliteracy Unit Framework: Sample for High School
This biliteracy unit framework features a sample from high school.
Content area: Spanish language arts
Language in which content is taught: Spanish.
Publication: Teaching for Biliteracy: Strengthening Bridges between Languages
Topic: Curriculum, Instruction, and Assessment
Specialty:
Object(s): framework
Building Authentic Accountability into Dual Language Programs
This presentation from the keynote that Rebecca Freeman Field gave to NYSABE in the spring of 2009 on Building Authentic Accountability into Dual Language Programs. It revolves around Assessment and Accountability in Language Education Programs: A Guide for Administrators and Teachers by Gottlieb and Nguyen, and shows educators how to use evidence of student performance (progress and proficiency) in two languages to drive instruction, guide program and professional development, inform policy, and strengthen advocacy.
Publication: Assessment and Accountability in Language Education Programs: A Guide for Administrators and Teachers
Topic: Professional Development
Specialty:
Object(s): presentation
CABE 2021 Caslon authors at our Virtual Exhibit
Caslon is proud to have so many authors represented at this year’s CABE 2021 Virtual Conference, Standing Together for Unity, Multiliteracy, and Equity, March 23 – 27, 2021. We are also happy to announce that several of these authors will be at the Caslon Virtual Exhibit between 2 and 3 pm each afternoon. This 1-minute video introduces these conversations with the authors. We will post recordings of these conversations after the conference.
Tuesday: Jim Cummins (keynote) and his co-author Raymond Isola (Transforming Sanchez School: Shared leadership, equity and evidence) talk with bilingual and general education leaders about the dynamic role of the principal in long-term educational change. Isola was engaged in this school transformation for thirteen years as principal of Sanchez School in San Francisco.
Wednesday: Rebecca Field invites your feedback on Caslon Learning, our new web-based professional learning system featuring The Translanguaging Classroom by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer. Field will demonstrate the system, and invite questions and comments on its different features.
Thursday: Kathy Escamilla and Susan Hopewell, co-authors of Biliteracy from the Start answer your questions about biliteracy instruction and assessment.
Friday: Sandra Mercuri and Sandra Musanti as launch their new book La enseñanza en el aula bilingüe: Content, language, and biliteracy, which is written primarily in Spanish. Sandra and Sandra will talk with you about the strategic and purposeful use of Spanish and English for instructional and assessment purposes on two levels: in the elementary bilingual classroom, and to structure professional learning for bilingual teachers.
Publication: Caslon Community
Topic: Professional Development
Specialty:
Ch.02 Survey: Fundamental Language Issues
Teachers, coaches, and administrators can use this survey from the end of Chapter 2 (Valdés et al) to investigate fundamental language issues surrounding CCSS and ELLs/emergent bilinguals at their school/district/organization. The survey asks educators to focus on different educators' perspectives on language, language acquisition, and language variation in our context.
After individuals complete their surveys, leadership teams are encouraged to discuss survey responses, and identify one to three issues that stand out as challenges in their context. Then team members are asked to identify one to three action steps they can take to address the challenges they identify. As questions arise, educators are encouraged to turn to expert responses in the chapter for guidance.
Publication: Common Core Bilingual and English Language Learners: A Resource for Educators
Topic: Curriculum, Instruction, and Assessment
Specialty:
Object(s): survey
Challenging Narrow Notions of Accountability for Bilingual Learners
Freeman Field's presentation from La Cosecha 2012 in Albuquerque, NM.
Session description: This interactive session situates current debates about education and accountability for bilingual learners within a larger sociopolitical context. Freeman Field draws on her own ethnographic research and practical experiences in different dual language contexts over time. She highlights the role of dual language educators as agents for change.
Session objectives:
Participants in this session are encouraged to…
1. Look critically at their (dual language) programs in relation to current assessment and accountability requirements under NCLB'
2. Identify concrete assessment and accountability strengths and challenges, broadly defined, that they face in their programs
3. Identify action steps they can take to improve their assessment and accountability systems, and counter English-only discourses (policies, programs, beliefs, practices) on the local level.
This session is based on a paper that Freeman Field wrote in the summer of 2011. The reference to the paper is:
Freeman Field, R. (2011). Competing discourses about education and accountability for ELLs/bilingual learners. JMER vol. 2, pp. 9 - 34.
Publication: Assessment and Accountability in Language Education Programs: A Guide for Administrators and Teachers
Topic: Curriculum, Instruction, and Assessment
Specialty:
Object(s): presentation
Challenging Narrow Notions of Accountability in Dual Language Programs
Rebecca Field's prsentation from the November 2011 La Cosecha conference in New Mexico. This interactive session is intended to help (dual language) educators look critically at their (dual language) programs in relation to current assessment and accountability requirements under NCLB. Participants are encouraged to identify concrete assessment and accountability strengths and challenges, broadly defined, that they face in their programs. Participants are also encouraged to identify action steps they can take to improve their assessment and accountability systems.
Publication: Assessment and Accountability in Language Education Programs: A Guide for Administrators and Teachers
Topic: Professional Development
Specialty:
Object(s): presentation