2025 MABE Dual Language Bilingual Education Conference

Dual language teachers are expected to provide language arts instruction through both program languages, but they aren’t given twice as much time to do it. Using a four-step process for cross-linguistic co-planning, English and partner-language teachers can work together to identify what needs to be taught in each language, what can be distributed across the two languages, and how to help students make cross-linguistic connections either way. Participants will leave the session with practical tools and strategies to support biliteracy mapping and cross-linguistic co-planning in the other content areas.

What does “good teaching” look like in dual language? Learn about the Four Cornerstones of Dual Language Pedagogy, and see it in action by participating in a model lesson. You will come away with effective strategies and a framework that can be used to guide dual language programs. This is a repeat session from the 2025 conference.

This presentation will focus on the operationalization of sociocultural competence (SC) in DLBE programs and will be grounded in Palmieri's (2021) research on teacher perceptions of sociocultural competence in DLBE. This session will provide participants with a) an overview of the current research on SC in DLBE, b) pedagogical practices to operationalize SC in the DLBE classroom, c) an opportunity to share ideas with other DLBE educators around the operationalization and conceptualization of SC, and d) space for critical reflection and dialogue around SC, guided by the Guiding Principles for Dual Language Education. Participants will learn about six pillars of sociocultural competence (Palmieri, 2021) a) critical consciousness, b) student identity development, c) teacher identity development, d) target culture/s development, e) Culturally Responsive Pedagogy, and f) student empathy development and cross cultural awareness.

Join this dynamic panel of district leaders as they share promising strategies and solutions to build and sustain Dual Language Bilingual Education (DLBE) programs in Massachusetts. Drawing from diverse contexts and experiences through the Western Massachusetts Bilingual Hub (WMBH) Partnership, panelists will discuss overcoming challenges such as staffing, funding, and community engagement. Attendees will gain actionable tools to advocate for bilingualism, enhance program models, and engage stakeholders effectively. This interactive session offers practical insights, networking opportunities, and a deeper understanding of how to navigate the complexities of DLBE implementation, leaving participants equipped to strengthen bilingual education in their own districts.

DLBE programs thrive best when a range of stakeholders’ practices are firmly grounded in systems of collaborative, shared leadership. In this way the design, implementation, and evaluation of programs can better rest on the four pillars of DLBE. Anchored to the Lachance and Honigsfeld framework for Collaboration in DLBE (2023), this workshop is ideal for pairs or small teams of teacher leaders and/or their administrators to attend together. We will explore tools for collaborative leadership to then reflect on current and/or planned programming. Participants from districts/schools with DLBE programs both as stand-alone or strand configurations will interact within the workshop to consider effective approaches for developing and fostering collaborative partnerships norms.


Workshop participants use tools aligned with GP Strand 1, Effective Leadership. These tools emphasize cohesion, collegiality, and collaborative planning. Outcomes focus on program leadership, advocacy, and model development centered on collaboration; Outcomes are aligned to EMMA Standards 5-6.

Discover how the integration of artificial intelligence (AI) can transform English language learning by creating personalized, efficient, and engaging teaching experiences. This session will explore practical strategies for educators to promote the ethical and responsible use of AI tools while training students to think critically and act responsibly in the digital age. Participants will gain insights into how AI can enhance dual language education by supporting bilingualism, biliteracy, and academic achievement. Attendees will leave with actionable steps to implement AI-driven tools in culturally responsive and equitable ways, ensuring a meaningful and inclusive learning experience for all learners.

This panel will share highlights from the Coalition for a Multilingual Rhode Island’s Train the Trainer: Multilingual Education Advocacy program which launched in Fall 2025. Panelists will share outcomes from training in six areas, including bilingual and dual language programs, advocacy strategies, and parent and student rights. They’ll discuss how they’re driving systemic change for multilingual students, educators, and communities. Attendees will learn about the program’s impact, its role in fostering equity, and strategies for replication in other regions. Join us to explore how trained advocates are creating lasting change in schools, districts, and communities statewide.

"Organizando a los padres para una educación más bilingüe en Boston"
Esta sesión explora estrategias efectivas para involucrar y empoderar a los padres en la promoción de una educación bilingüe inclusiva y equitativa. A través de actividades dinámicas y discusiones prácticas, los participantes aprenderán a desarrollar iniciativas comunitarias, tomando en cuenta las campañas que estamos liderando en Boston, y cómo esto puede facilitar la comunicación entre familias y escuelas, y fomentar el bilingüismo como una fortaleza cultural. Los asistentes saldrán equipados con herramientas y recursos concretos para implementar cambios significativos en sus comunidades educativas.

The presentation will discuss the impact of music activities on bilingual education. Its approximate duration will be 75 minutes. The presentation will cover how teachers can use multicultural music in their lessons to support sociocultural competence, multilingual songs to support biliteracy and bilingualism, and singing/songwriting to reinforce subject areas outside of music support high academic achievement.

Through our years of experience, we have appreciated how teaching music works on the social and cultural area of our students. We have used both languages in the musical repertoires we choose to teach our lessons. We have held concerts in which we celebrate Hispanic heritage. We have recorded musical projects in Spanish to highlight musical styles such as la Bomba and el Festejo, genres highly related to Puerto Rican and Peruvian culture, respectively. Likewise, we have worked on Latin rhythms by using instruments such as the flamenco cajon, bongo, güiro, maracas, congas, etc.

As teachers in elementary schools with bilingual education programs, we have used music to help students develop vocabulary and translanguaging skills, as well as supporting early literacy and other content areas through the use of songs.

Attendees will have the opportunity to learn and practice songs from multiple languages, practice translation and translanguaging skills by examining song texts, and apply musical skills to their own content areas, developing songs that reinforce vocabulary and concepts from their areas.

Participants in this session will be provided with examples of what contributes to the development of biliteracy in the early years. Participants will be provided opportunities to engage in strategies that can be used in the classroom to increase language proficiency in both L1 and L2. They will also learn pedagogies proven to be effective in developing language that is directly related to literacy acquisition in L1 and L2. This session will be packed with the latest in the science of reading and its influence on bilingual education and the complexities of acquiring literacy skills while developing language in two languages.

Using science stories to develop inquiry, curiosity, and language in multilingual students
This session explores strategies from the NSF-funded SISTEM project to support STEM thinking in young multilingual learners and the importance of reading aloud science-related narrative stories. Participants will discuss and evaluate these strategies, create activities for students to share findings, and explore resources promoting inquiry. Bilingual science book titles (English and Spanish) will be shared.

Pura Belpré pioneered bilingual storytimes, using puppets and performances to resonate with her community. Through dynamic reenactments, we brought Belpré's inspirational biography to life and performed her beloved tale "La Cucarachita Martina." Students also participated in a creative puppet-making workshop.
This groundbreaking initiative addressed a critical gap in dual language education by providing kindergarten students with rare exposure to fluent academic Spanish outside the classroom setting. The event was designed as a multifaceted celebration that went beyond traditional language instruction. It combined literary appreciation with interactive activities, all conducted in Spanish, to promote language comprehension and cultural connection.
By showcasing a respected Latina author, the project provided students with relatable role models in the literature, reinforcing the value of their bilingual and bicultural identities. We drew inspiration from the pioneering work of Pura Belpré, the first Latina librarian in New York City, who created an educational space where learners could see reflections of Afro-Caribbean culture.
This approach aimed to boost students' engagement with the Spanish language and enhance their academic Spanish proficiency. The project's significance lies in its potential to bridge the gap between classroom language instruction and real-world language application. By creating an immersive Spanish language environment centered around literature and cultural celebration, offered a unique opportunity for students to practice and expand their language skills in a meaningful context.
This research project not only contributed to the field of dual language education but also addressed broader issues of cultural representation and inclusivity in educational spaces. The outcomes of this initiative provided valuable insights for educators and policymakers, potentially influencing future approaches to bilingual education and multicultural literacy programs.

Are you looking for ways to enhance your teachers' practice and strengthen their professional identity? This interactive session is for district leaders and teachers supporting ongoing professional growth. Drawing from the book Integrando STEAM: A Guide for Elementary Bilingual and Dual Language Programs, we will explore how self-study can be powerful for reflection and professional learning. Self-study encourages critically examining teaching practices, collaborating with peers, and making meaningful changes that support both instruction and social justice. Participants will hear examples of self-study in action where teachers developed disciplinary expertise and equity commitments. Together, we’ll discuss ways to implement growth-oriented professional communities in your own school or district.

We know that emotional well-being influences academic success, but what do we do to make our students feel better? Do we really know our students?
The objective of this session is to learn about the relationship between social-emotional well-being and academic success through scientific evidence, as well as to participate in activities that act as a bridge between the social-emotional and academic factors while we have fun and we get to know each other. In addition, the most effective strategies in bilingual education will be presented.
If you are interested in bilingual education and interpersonal relationships this is the workshop for you.