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2025-01-09T00:00:00-06:00
Register Now  Date: Wednesday, April 2, 2025 Presenter: Rachell Plote ECPD Credit Hours: 1 hour Event ID: 255503055  Encouraging el flujo of responses bilingües Let’s talk about supporting our bilingual students; those students who are navigating more than one language on a daily basis. We’ll explore strategies for encouraging students to express themselves orally and in writing using the translanguaging that is natural for them. You’ll leave with ideas to try immediately to help encourage students to fluidly express themselves bilingually. TARGET AUDIENCE: Bilingual/ Dual Language Educators
Register Now  Date: Saturday, April 5, 2025 Presenter: Shadia Salem ECPD Credit Hours: 2 hours Event ID: 255503078 Key Language Uses: A Functional Approach to Language Development Designed for educators and leaders who are responsible for the integration of English language development within content learning, this workshop will focus on the Key Language Uses, one of the four components of the WIDA English Language Development Standards Framework. Participants will receive resources to support the implementation of the Key Language Uses. Essential Questions: How do Key Language Uses foster a functional approach to language development? Why should educators frame English [...]
Register Now  Date: Saturday, April 26, 2025 Presenter: Shadia Salem ECPD Credit Hours: 2 hours Event ID: 255503079 Language Expectations: Making Language Visible in Academic Content Standards Designed for educators and leaders who are responsible for the integration of English language development within content learning, this workshop will focus on Language Expectations, one of the four components of the WIDA English Language Development Standards Framework. Language Expectations are goals for content-driven language instruction. Participants will receive resources to support the implementation of Language Expectations. Essential Questions: How can Language Expectations serve as goals for content-driven language instruction? How do [...]
