What Partnering Teachers in a Dual Immersion Program Learn From Each Other When Talking About Student Writing

• In Event: Dual Language Education: Opportunities and Challenges

Abstract

This participatory action research project examined what partnering teachers from different linguistic, cultural and preparation backgrounds learned from each other in a professional learning community focused on creating increased opportunities for teachers to talk about their practice. Two teams of teachers worked together for one bimester, observing each others' classrooms, talking about student writing and implementing new practices in a rural K-11 dual immersion bilingual school in Costa Rica. This present paper focuses on discussions around student writing. We found that though there were marked differences in what Spanish and English teachers identified as important in student writing, the process of talking about student writing allowed valuable reflection for both teams.

Authors

• Colette Cann, Vassar College

• Renée Burgos

• Mary Rivera