August 27, 2026

Thursday Edition

Empowering DLI educators with best practices, relevant research, classroom tips, and fun ideas that will inspire you into, through and beyond your teaching week.

OUR NORTH STAR

Our Craft

STUDENT TALK RECAP

Last week I shared about student talk and the importance for students to use all of their linguistic resources to make meaning as they learn content across two languages. When students use their entire linguistic repertoire to make meaning, they are translanguaging. For example, a student may read a text in their more dominant language, and then use the content learned to complete an essay in English.

TEACHER TALK

Translanguaging focuses on students' use of their instructional languages; it is NOT about the teacher.

In dual language bilingual programs,

the teacher teaches 100% in the target language.

Teachers do not need to translanguage. If teachers switch languages during instruction, they are code-switching. Code switching by the teacher is not necessary in order to teach content in the target language.

TEACHER AS LANGUAGE MODEL

When teaching in the target language, the teacher should not break code for two reasons:

Language status
Strong language model

LANGUAGE STATUS

English holds a higher status than the target language. For example, in Spanish/English programs, English holds a higher status than Spanish. We need to be vigilant that we equalize the power between the two instructional languages. In DLI programs, English is NOT the main course, with Spanish being a side dish. Both languages should hold equal importance.

WHO DOES IT SERVE?

This practice of teachers using English during target language instruction serves the students who are English fluent or English dominant. I once heard a trainer tell DLI teachers to use English after you've exhausted every resource to make content comprehensible. My response absolutely not! If you have truly exhausted every resource to make content comprehensible the students would understand the content. I taught 30 kindergartener who were all Spanish learners, with a few who had Spanish receptive skills. I never switched languages. Would it have been easier, of course. But my job isn't to make it easy, it's to provide a space where they can gain Spanish skills and become proficient Spanish speakers.

PRODUCTIVE STRUGGLE IS GOOD

Productive struggle leads to fluency. Make sure your students know they can make mistakes and language learning is a process.

The target language teacher should speak the target language 100% during target language instruction.

I liked this post on Instagram about receptive and productive language

GOAL SETTING FOR LANGUAGE

The video below is not about language goals; however it does showcase how setting daily intentions set students up for success. I like the video because it shows how students can set an intention for learning that can be applied to the dual language immersion setting.

In our DLI classrooms, students can set a language goal or intention when students work with their classmates. We know during target language instruction, students tend to share ideas in English. Setting a goal for using the target language before students begin sharing with their peers, sets the intention that they are to express their ideas in the target language, or at least use all the words they can in the target language.

You can also create set options with your class such as:

When I work with my classmates:

I will use all the Spanish I can when I share ideas
I will listen to my classmates and add an idea in Spanish
I will help my classmates if they get stuck

After students have completed their work, ask them to take a moment to reflect on their goal. Did you meet your language goal? Have a quick discussion and remind students that you appreciate all of their attempts at using the target language.

You may be surprised at how honest students are if they did not make an effort to use the target language. You can use that moment to remind students that when they are learning in Spanish, for example, this is their time to practice Spanish and use the vocabulary that they are learning because once you leave the classroom, the world outside their Spanish classroom is predominantly in English.

Getting Ready for Hispanic Heritage Month

SEPTEMBER 15 - OCTOBER 15

Here are some ideas for decorating your room or hallways for Hispanic Heritage Month

6 Door Ideas

Ideas for Hispanic Heritage Month

Some decorative ideas from Amazon

Papel Picado

Flag Banner

Door Banner

Notable Figures - this one is on ETSY

INTERACTIVE READ ALOUD

The Read Aloud is much more than just sharing a story

The Power of Being Bilingual

Engage your students in a conversation on the power of being bilingual!

These first few weeks of school are a great time to talk to your students about how they feel about learning in two languages. Remember, our students didn't pick the program their families did. Let's show them our great it is to be bilingual all year long!

Spanish is My Superpower BOOKSHOP AMAZON

¡Mis superpoderes bilingües! BOOKSHOP AMAZON

Latinx Kidlit Book Festival

A VIRTUAL CELEBRATION OF LATINX KIDLIT BOOKS, AUTHORS AND ILLUSTRATORS

Starting September 1, 2026

For more information visit the Latinx Kidlit Book Festival website

For Parents/Community

This is a great infographic on Benefits of Bilingualism that I have shared before. It comes from OELA, the Office of English Learner Acquisition which no longer exists; however I still think it's a great resource to share with parents during Back to School night or any DLI parent meeting English Spanish