Professional Development Offerings
Dual Language Instructional Support
Full Dual Language Teacher Academy (DLTA) – 8 modules
The CABE DLTA Program draws upon the Guiding Principles for Dual Language Education, 3rd edition, and integrates a focus on the Three Pillars of Dual Language Education. The CABE DLTA Program is aligned with the four principles of the EL Roadmap Policy. The 8 modules can be taken as stand-alone modules or as a series. See individual module options below.
Sessions: 8 full days (One day per module)
Language: Modules in English and Spanish (See below)
Audience: Educators
Format: Virtual or in person
Other Options: Graduate Level University Credit available through Whittier College. Earn a CABE Certificate after completing all 8 modules.
Provides a firm foundation in the basics of dual language education. Focuses on the importance of engaging families and community members in creating and sustaining bilingualism/ biliteracy, high academic achievement, and sociocultural competence. Shares strategies for ensuring equity for all and the importance of having a language allocation plan, high‐quality standards‐based curriculum, and assessment and accountability practices that reflect the uniqueness of a dual language program.
Sessions: 1 full day
Language: English or Spanish
Audience: Educators
Format: Virtual or in person
Other Options: Graduate Level University Credit available through Whittier College. Earn a CABE Certificate after completing all 8 modules.
DLTA Module 2: Best Practices in Dual Language Education | Las mejores prácticas para la educación en dos idiomas
Provides a firm foundation in understanding and implementing the best instructional practices that will ensure student’s bilingualism/ biliteracy and high academic achievement in both Spanish and English. Addresses the unique needs and best instructional practices of a Spanish biliteracy program. Offers ideas and concrete examples of ways teachers can create a highly effective learning environment that values the cultural and linguistic assets that all students contribute to the classroom community and supports their development of sociocultural competence.
Sessions: 1 full day
Language: Spanish or English (with instructional examples for Spanish programs)
Audience: Educators
Format: Virtual or in person
Other Options: Graduate Level University Credit available through Whittier College. Earn a CABE Certificate after completing all 8 modules.
Outlines a teacher reflection system based on the Key Points from the Guiding Principles for Dual Language Education, 3rd edition, and aligned with the California English Learner (EL) Roadmap to support the reflection process of classroom teacher. Builds teachers’ capacity in implementing a high‐quality dual language program within their classrooms and developing their leadership skills to advocate for a strong dual language program. Supports teachers in identifying next steps to move toward higher levels of practice in support of all the language learners in their classroom.
Sessions: 1 full day
Language: English
Audience: Educators
Format: Virtual or in person
Other Options: Graduate Level University Credit available through Whittier College. Earn a CABE Certificate after completing all 8 modules.
DLTA Module 4: Authentic Spanish Reading Instruction | La pedagogía para la enseñanza auténtica de la lectura
Provides Spanish dual language teachers opportunities to engage in a contrastive analysis between initial literacy instruction pedagogy in English and Spanish, which will enhance their sociocultural competence when teaching students who are either native speakers of Spanish or Spanish Learners. Introduces research‐based instructional methods appropriate for teaching literacy in Spanish. Makes connections to the California CCSS en español and California Spanish Language Development Standards. Provides model lessons and resources for immediate classroom application.
Sessions: 1 full day
Language: Spanish or English (with instructional examples for Spanish programs)
Audience: Educators
Format: Virtual or in person
Other Options: Graduate Level University Credit available through Whittier College. Earn a CABE Certificate after completing all 8 modules.
Equips teachers in biliteracy programs with high leverage instructional tools to develop student’s academic language in both English and Spanish and to support both the teachers’ and their students’ sociocultural competence. Presents research‐based strategies teachers can utilize when planning using the California CCSS en español and California Spanish Language Development Standards or both Integrated and Designated Spanish Language Development (SLD). Presents teachers with multicultural resources that will facilitate students’ academic language development and highlight cross‐linguistic connections between the two languages. Allows for reflection on the value of home languages and the linguistic decisions bilinguals make in different contexts, thus enhancing their sociocultural competence. Delivers differentiated language development instruction as well as ways to assess students’ linguistic abilities to inform their instruction.
Sessions: 1 full day
Language: Spanish or English (with instructional examples for Spanish programs)
Audience: Educators
Format: Virtual or in person
Other Options: Graduate Level University Credit available through Whittier College. Earn a CABE Certificate after completing all 8 modules.
Focuses on the progression of key language skills as described in the California CCSS en español and California Spanish Language Development Standards. Presents and models research‐based instructional strategies to teach grammar, orthography, and conventions that will support students’ understanding of “how Spanish works.” Explores culturally relevant language resources to study language patterns and varieties and connect these to the development and importance of sociocultural competence. Gives teachers tools needed to create a language rich environment.
Sessions: 1 full day
Language: Spanish or English (with instructional examples for Spanish programs)
Audience: Educators
Format: Virtual or in person
Other Options: Graduate Level University Credit available through Whittier College. Earn a CABE Certificate after completing all 8 modules.
Focuses on identifying the language features and building a bridge between the Spanish and the English languages. Explores the difference between code‐switching, translanguaging, concurrent translation, and cross‐linguistic transfer. Uses mentor text to examine the subsystems of language that can be addressed through cross‐linguistic transfer strategies and how sociocultural competence can be embedded in cross‐linguistic transfer instruction. Gives teachers an opportunity to participate in interactive model lessons. Examines ways on assessing language formally and informally to support students’ biliteracy development and sociocultural competence development through cross‐linguistic transfer instruction.
Sessions: 1 full day
Language: Spanish or English (with instructional examples for Spanish programs)
Audience: Educators
Format: Virtual or in person
Other Options: Graduate Level University Credit available through Whittier College. Earn a CABE Certificate after completing all 8 modules.
Emphasizes a comprehensive literacy approach and biliteracy model that presents different types of writing through the lens of the biliterate writer. Focuses on the stages of Spanish writing development, using the California CCSS en español and California Spanish Language Development Standards as guides to writing instruction and to help build sociocultural competence. Presents how to craft focused mini‐lessons that teach explicit Spanish writing strategies and embedding linguistic support for emergent bilinguals in the writing process. Shows how to use culturally relevant teacher‐created mentor text to model the writing process and the role that multicultural touchstone texts play in studying genre/text type, craft, and structures. Develops students’ awareness and ability to write for their readers and understanding of real‐life purposes for writing. Demonstrates how to differentiate instruction and support through small group and writing conferences while also assessing student writing through a biliteracy lens to guide instruction.
Sessions: 1 full day
Language: Spanish or English (with instructional examples for Spanish programs)
Audience: Educators
Format: Virtual or in person
Other Options: Graduate Level University Credit available through Whittier College. Earn a CABE Certificate after completing all 8 modules.
Session makes connections to research and state guidelines for English Language Development (ELD) instruction in Dual Language (DL) settings. Embeds sociocultural competence development in ELD instruction and builds on student’s linguistic assets in the DL program. Includes effective components of Integrated ELD instruction in DL and differentiated scaffolds for a variety of language proficiencies. Participants will understand and apply the ELD and Common Core Standards in DL by focusing on strategic planning across languages. A Lesson Cycle is modeled to include all the effective components of designated ELD in DL.
Sessions: 1 full day
Language: English (with instructional examples for Spanish programs)
Audience: Educators, school and district leadership*
Format: Virtual or in person
Sociocultural Competence in a Dual Language Classroom
Session will focus on definitions of sociocultural competence and analysis of the continuum of cultural competency. Includes critical aspects of sociocultural competence and strategies to develop sociocultural competence along with socioemotional learning, funds of knowledge, and culturally relevant pedagogies. Teachers will learn how to create sociocultural objectives and embed these through the standards.
Sessions: 1 full day
Language: English (with instructional examples for Spanish programs)
Audience: Educators, school and district leadership*
Format: Virtual or in person
Formative Assessments in Dual Language Classrooms
Definitions of formative assessment and best practices for formative assessment in Dual Language will be presented. Participants will be introduced to backwards planning and assessment through a biliteracy lens as well as to how to analyze student data to guide instruction.
Sessions: 1 full day
Language: English or Spanish
Audience: Educators, school and district leadership*
Format: Virtual or in person
CREATE! Introduction to CABE’s Framework
The CABE CREATE! Framework for Effective Biliteracy Planning presents 6 teacher moves that will ensure a critical commitment to CREATE! Liberatory learning experiences for all students through the lens of equitable and transformational teaching and learning practices.
Sessions: 2+ full days
Language: English or Spanish
Audience: Educators, paraeducators, school and district leadership*
Format: Virtual or in person
CREATE! Academy: Biliteracy Unit Planning Using CABE’s Framework
Session(s) will present an overview of CABE’s CREATE Framework for effective biliteracy unit planning and will guide participants through planning of a Dual Language unit. Coaching and consulting on best practices for dual language unit planning will be provided. Planning may include: planning for cross-linguistic transfer, planning for ELD support, planning for formative and summative assessment, planning for inclusion of sociocultural competence strategies, etc.
Sessions: 2+ full days
Language: English or Spanish
Audience: Educators, school and district leadership*
Format: Virtual or in person
Developing Writing Proficiency Across Languages in a Dual Language Classroom
In this session, participants will analyze similarities and differences between developing writing skills in English and in Spanish. They will understand the similarities and differences between effective writing practices according to the structure of each language. They will also understand specific strategies for teaching writing in English and Spanish through the writing process and grammar instruction in English and Spanish. Teachers will analyze student writing to determine next steps and to inform instruction.
Sessions: 1 full day
Language: Bilingual session in Spanish and English
Audience: Educators, school and district leadership*
Format: Virtual or in person
Literacy development is a complex process, and current conversations and research summaries aren’t always inclusive or representative of the unique needs of our multilingual learners and programs. CABE’s comprehensive model of Critical Literacy/Biliteracy for Multilingual Learners is based on specific biliteracy research, and this session will highlight skills, components, and instructional practices that ensure achievement for multilingual learners. Come explore this dynamic, teacher driven model! The length of this training can be adapted depending on the depth of the work.
Sessions: 1-3 full days
Language: English or Spanish
Audience: Educators, school and district leadership*
Format: Virtual or in person
Covers introduction to CABE’S Effective Literacy/Biliteracy Pedagogy Framework for Dual Language Instruction and strategies to address each of the 5 themes of the ELA/ELD Framework. Participants will go more in depth and will analyze the high leverage literacy/biliteracy strategies that embed the 5 themes of the ELA/ELD Framework presented in CABE’s Literacy/Biliteracy Framework. Sample strategies modeled include: Mini shared reading, guided reading, El dictado activado, pattern of power, etc.) Strategies will be modeled and practiced. Planning time will be provided depending on the length and format of the session.
Sessions: 3-4 full days
Language: English or Spanish
Audience: Educators, school and district leadership*
Format: Virtual or in person
This customized support may include conducting a needs assessment, planning and implementing coaching cycles, biliteracy unit/lesson planning, conducting lesson observations and debriefing, analyzing student data, etc.
Sessions: 1+ full day
Language: English or Spanish
Audience: Educators, school and district leadership*
Format: Virtual or in person
* Leadership Team Suggested Members: Current and Prospect DL Teachers, Coaches, Administrators, Support Staff, Paraeducators, Pre-service educators, DL Professional Developers and Trainers, University Professors, County Staff, School Board Members, Families, Community Members, General Education Teacher Representatives