Dual Language Signature Pedagogy for High Impact in Professional Development Schools

• In Event: Roundtable Session 103
  In Roundtable Session: Exploring the Impact of Professional Development School Partnerships

Abstract

The dual language programming of three elementary schools are described and analyzed through a comparative case study approach. All three schools are professional development schools (PDSs). The strategies utilized by PDS leadership teams to meet the challenges of student diversity, poverty, and teacher philosophy are represented. The dual language programs were seen as a valuable option that assured successful language development for all students, a second language opportunity for non-Spanish speaking students, and an inclusive view, valuing the language of all students. This signature pedagogy allowed for increased collaboration among PDS partners focused on student achievement.

Authors

• Diane W. Gomez, Manhattanville College

• Diane E. Lang, Orange-Ulster BOCES

• Lynn L. Huber, Manhattanville College