WABE 2026 Annual Conference

This workshop equips elementary dual language teachers to strengthen mathematical discourse by valuing students’ full linguistic repertoires. Participants explore translanguaging, teacher noticings, and linguistic agency, engaging in practical strategies that foster participation, conceptual understanding, and equitable learning environments for emergent bilingual students in mathematics.

The presentation offers tools and resources for participants to strategically create collaborative professional learning structures that support both pre- and in-service teachers. Specifically, session outcomes center on developing Communities of Practice that embody the rich assets learners and their families bring to dual language schools, the program, and their communities.

Empower multilingual learners to take ownership of mathematics. We will explore open tasks and specific language strategies that lower entry barriers while maintaining grade-level rigor. Based on research from NCTM and CGCS's ML framework, this session delivers practical tools to build engagement, collaboration, and equity in your classroom.

When ELD specialists and classroom teachers plan with intention around high impact strategies, language learning shifts from routine to action! This session dives into the core moves of high‑impact co‑teaching, offering a clear look at how each co-teachers’ strategic role accelerates language development. Using a thoughtful planning guide and language‑rich strategies in three clear unit phases, co-teachers provide language learners what they need to achieve unit outcomes. The model culminates with all students producing high‑level language and literacy tied to a social‑justice‑focused action plan—affirming that for multilingual learners language is action.

This highly collaborative, interactive session will revisit frameworks for supporting our multilingual learners’ (MLLs) language development and the continuum of Second Language acquisition, begin to unpack basic “talk moves” and other ELD strategies and understand how integrating these routines into our classrooms and schools can scaffold and support equitable opportunities for academic discourse for every student, specifically our MLLs and complex learners.