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This workshop focuses on bilingual dual language immersion programs that build language skills and relationships through and across cultural differences. Participants will learn about the benefits, challenges, and key issues associated with dual language immersion programs in Oregon. We will review the fundamentals of dual language education and become familiar with common components of dual language programming and instruction. We will consider how identities are constructed in immersion and dual language contexts and examine issues of social justice, equity, and belonging in the larger sociopolitical arena. Participants will identify strategies for developing, assessing, and enhancing dual language programs and examine best practices of successful programs. Practical research-based instructional strategies and opportunities to share ideas with colleagues are embedded throughout the presentation. Dual language program examples are mostly elementary, but educators from all levels interested in this topic are encouraged to attend. 

The following critical questions will be considered:

 What are some ways teachers successfully position themselves and their students as they teach both language and culture?

 What are ways to successfully address societal inequities among students of different socioeconomic, linguistic, racial, and ethnic backgrounds?

 How does dual language education impact the identity of its participants and their communities?

 How do students perceive their own culture/identity and their relationship to students of other cultural backgrounds in the classroom and in their communities? How are these perceptions transformed through dual language education?

Learning Outcomes

1. Become familiar with dual language programs in Oregon

2. Review dual language immersion programs principles and goals

3. Discuss latest research on dual language education

4. Identify common characteristics of effective dual language program models

5. Administer checklist used to assess best practices in dual language programs

6. Consider challenges to dual language program implementation and sustainability

7. Develop advocacy strategies to support dual language programs

Alejandra Favela

Alejandra Favela is an Associate Professor of Education at Lewis & Clark College in Portland, Oregon. She provides teacher training courses and specializes in Culturally Responsive Pedagogy as well as ESOL and Bilingual Education. Her work in U.S. schools as a supervisor, consultant, and researcher have all been guided by her own experiences as an immigrant student and as a bilingual elementary teacher in both urban and rural settings. Her teaching and research focuses on immigration issues, transnational education, critical pedagogy, sociolinguistics, and applying communities’ funds of knowledge in schools. 

Nationally, we have been engaged in several discussions around issues of equity and social justice, such as Black Lives Matter, #metoo, and immigration policy.  Many of our students are not only hearing these discussions, but actively engaged with them and living with their effects every day.  Teachers are often reluctant to address social justice and equity in the classroom, whether it is because of pressure to focus on the content standards, a perceived inability to adequately address the issues, hesitation due to administration or parent response, or other reasons entirely.  Given these barriers, how can language teachers address topics such as otherness, discrimination, social justice, and equity in their classrooms?

In this workshop, participants will explore identity, cultural practices, race, ethnicity, gender, sexual orientation, social class, different abilities, other forms of diversity, and how all of these intersect to create a complex mosaic among students.  Participants will explore why addressing these issues is invaluable in fostering socially just and equitable classroom experiences for all students and helping students feel more engaged in school.  In the end, participants will work on specific strategies and approaches for promoting equity and social justice in their language classrooms. 

We will spend the first half of the session focusing on various issues of equity and social justice so that all participants have a solid shared understanding of their nuances.  Topics will include critical race theory, gender, ethnicity, differential abilities, and more.  Participants will have opportunities to explore how their intersecting identities may have come about and examine experiences that have shaped their world views.  We will then work on how teacher world views interplay with student identities to create learning environments with varying levels of equity.  We will also explore various benefits to incorporating equity and social justice into classrooms.

In the second half of the session, we will discuss how language classrooms work especially well for promoting equity and social justice.  Participants will share their expertise on effective teaching methods in language classes and we will explore how to infuse equity and social justice work into those methods.  Participants will leave with ideas for incorporating social justice issues and equitable practices into their lesson plans.  If time allows, they will leave with at least one fully fleshed out lesson plan.

Throughout the workshop, we will engage in small and whole group discussions and other activities meant to delve into these topics.  As we explore these issues, some of the discussions may be uncomfortable and challenging for some participants.  The presenter asks that participants come ready to openly explore these various viewpoints, be respectful of others’ opinions, and be open to having their perspectives challenged.  If everyone is willing, it will lead to rich discussions and opportunities for growth for everyone.  The presenter welcome questions, critiques, and discussions of challenges at any time, so that he can tailor the session to the needs of the participants.  

Learning Outcomes: 1) Participants will to be able to explain the principals of Critical Race Theory as it applies to education.  2) Participants will survey several areas in which equity and social justice work applies in the classroom.  3)  Participants will explore their own experiences that shaped their worldview.  4) Participants will describe how racism, sexism, gender discrimination, ableism, religious oppression, fat shaming, linguicism, and other types of discrimination intersect to deeply affect students in a classroom.  5) Participants will share their expertise on equity and social justice issues and language teaching methods.  6)  Participants will be able to design strategies and approaches to promote equity and social justice in their classrooms.

Matthew McParker

Matthew C. McParker, EdD, is an adjunct professor at Portland State University as well as a social studies and language arts teacher at Ron Russell Middle School in the David Douglas School District in Portland, OR.  He is in his 12th year teaching middle school and second year as a cohort leader at PSU.  After initially focusing on archaeology, Dr. McParker shifted to education, where he has been an AmeriCorps member, an assistant in special education, and a teacher at a school where over 30 languages are spoken.  Much of his work at RRMS has focused on increasing academic language use for students from many different cultural backgrounds.  He earned a doctorate at PSU in 2016 focusing on the experiences of female refugee students from Burma in a multicultural middle school.  Since then, he has continued to teach part time in middle school, part time at PSU, and also leads a cohort of world language and immersion teachers earning their initial teaching licenses.  Dr. McParker has taught classes in social studies methods, language and literacy development for diverse learners, application of learning theories, research in the classroom, and equity and social justice.  Many of the classes were taught to immersion and world language teachers earning their initial licenses from three different cohorts.  In 2014, he and his wife adopted a girl from foster care, which has enriched and enlightened their lives in many ways.  Spending time with family is now a favorite hobby, along with reading, bicycling, soccer, and cooking.