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.

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.

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.

This dynamic workshop is designed to equip educators with practical knowledge and a tool to help students recognize and utilize their cultural and linguistic resources. Participants will engage with the Community Cultural Wealth Framework through interactive activities that include reflective writing, drawing, and coloring. This hands-on session aims to provide educators strategies to foster students’ self-advocacy and leadership, emphasizing the value of bilingualism and cultural diversity as assets in both personal and community advocacy. Expect to leave with practical tools for nurturing student-driven advocacy in diverse educational settings.

"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.

How can educators effectively leverage multilingual students’ full linguistic repertoires to promote language development and academic success? Translanguaging—the practice of using two or more languages during instruction—can and should be utilized in bilingual and dual language classrooms. This session will examine practical strategies and structures for implementing translanguaging while addressing challenges specific to these programs. Participants will explore how to support the fluid language practices of their multilingual students and ensure strong development of both program languages. Through interactive discussions, attendees will gain practical tools and actionable insights to foster equitable and effective multilingual learning environments.

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.

Content teachers play a vital role in the education of older newcomer MLs. Too often, though, these teachers join our teams without a high level of metalinguistic awareness or much training in language acquisition. Translanguaging is a concept that is frequently misunderstood. How can targeted coaching conversations and ongoing job-embedded professional development guide content teachers? Is it possible to develop a shared understanding of translanguaging pedagogy across a team of 30+ educators? I will share our approach (ever a work in progress) at the International Academy, a newcomer program located at Wilbur Cross High School in New Haven, Connecticut.

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.

Routines can be a great ally for teachers. They help educators teach, and students acquire content and skills, while integrating the cultural essence that is so important in dual-language teaching. Attendees will have the opportunity to participate and realize how routines may evolve from the early levels of education to the transition into middle school. The presenters will share bits of their experience so that other professionals can benefit from them and incorporate them into their classrooms.

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.