Thank you for attending
36th NYSABE Annual Conference
"Bilingual Education: Promoting Educational Excellence and Equity
for ALL Students"
March 14-17, 2013
Huntington Hilton Hotel, Melville, NY
Dear NYSABE Members:
On behalf of the Executive Board, Delegate Assembly, and Executive Director, I would like to say thank you for attending the 36th Annual NYSABE Conference, "Bilingual Education: Promoting Educational Excellence and Equity for All Students." We had a magnificent time and were thrilled to see and hear about the wonderful work that our members do to ensure that students are afforded the best educational opportunities out there.
During the conference, many photos were taken and we wanted to share these photos with you. We have provided a website link where the NYSABE Conference 2012 and NYSABE Conference 2013 pictures can be viewed. Please go to the following website: http://www.ourphotos.net.au/ and in the top bar where it states: view albums of, just type: NYSABE This will allow you to view the two albums. You may right click and save any picture to your desktop as a jpeg.
If you have any pictures that you would like uploaded to share with us, especially of the candle lighting, please forward them to me at Sisisal1@gmail.com . Please note that the last two items within my email name is a letter l and then a number one). Thanks and have a wonderful time browsing the photos.
Awilda E. Ramos Zagarrigo
Dr. Ofelia Garcia
“Bilingualism in Education for Social Justice: Global and local perspectives.”
"The Seal of Biliteracy: An Award, a Policy, a Tool and Strategy Promoting Biliteracy for All Students"
James P. DeLorenzo
"Improving Access and Outcomes for English Language Learners with Disabilities."
Dr. Zoila Tazi
“Bilingual Boys: The Efficacy of Early Supports”
Dr. Tatyana Kleyn
"Supporting Undocumented Immigrant Students - A Documentary and Discussion"
Samuel O. Ortiz, Ph.D.
"Cultural Pioneering: An insider's view of when bilingualism and education collide"
Luis O. Reyes, Ph.D.
"Educating Emergent Bilingual/ELL Students for a Multilingual and Multicultural Frame"
Dr. Kathy R. Doody
"Students with Autism Spectrum Disorders: How They Think, Learn, and Communicate (in all languages)"
“The P-12 Common Core Learning Standards and NYS Curriculum Modules: An Update on Resources from the New York State Education Department”
NYSABE 2012 ~~ 35th Annual Conference
"Achieving a Lifetime of Bilingualism from Early Childhood through Higher Education"
Last Year's Presentations
"Bilingual Beginnings in New York", presented by Zoila Tazi, Ph.D.
presented by Andrea Honigsfeld, Ed.D. Molloy College
Leadership Forum Presentations
Common Core Steering Committee Presentation: "Language Demands and Learning Opportunities through Common Core State Standards in English Language Arts/Literacy and Math and Next Generation of Science Standards", presented by Okhee Lee, New York University
NYSED Presentation:"Common Core and English Language Learner", presented by Arlen Benjamin Gomez
Special Education Strand
The 35th Annual Conference of the NYSABE is excited to present the Bilingual Special Education Strand. In alignment with the conference theme of Bilingual Education from Early Childhood to Higher Education, we will present information on current trends, research based practices and future visions in special education specifically designed for CSE Team Members, Related Service Providers such as psychologists and speech therapists, clinical and instructional support personnel and Teachers who work with emergent bilingual students with disabilities. This strand is aligned with the New York State Education Department's long term professional development goals and presents networking and collaboration opportunities for attendees.
Higher Education Consortium Strand
The Higher Education Consortium (HEC) is a strand of NYSABE that is intended to: 1) develop collaborations and networking opportunities for NY scholars of bilingual education, 2) advocate for an equitable education of emergent bilinguals in NY 3) strengthen bilingual teacher and researcher education programs in the state. The HEC strand sessions are meant to bring together researchers and higher education faculty, as well as to share current research with educators and administrators across the state. The possible 2012 HEC strand highlights include a panel that features chapter authors from a book about bilingual community programs of different language groups in NYC, a conversation across colleges – meant to create a dialogue about the ways all future teachers are being prepared to serve emergent bilinguals as well as create connections among teacher education programs, schools and communities, a mini-college fair to share the different programs across the state that prepare bilingual and ESL teachers, and finally a panel on the Dream Act that addresses access to higher education for undocumented youth. This combination of HEC activities is meant to bring together different stakeholders across higher education and beyond to look at research-based approaches and programs within the umbrella of bilingual education.
Early Childhood Education Strand
Across New York State and the country, there is a growing number of young children who enter school speaking little or no English. Despite the known benefits of bilingualism, entering school with minimal English skills is actually a risk factor for preschool children. Even as they are entering schools, academic achievement for young emergent bilinguals is in jeopardy.
This year’s conference features a strand of practice and research in early childhood education. This strand will explore bilingual instruction within this context. What advantage does bilingual instruction offer the growing number of young children who enter school speaking little English? What guidance emerges from new research in preschool education for emergent bilinguals? In what ways can educators strengthen the impact of bilingual instruction at the preschool level to affect outcomes in later grades?
The keynote speaker for this strand is Dr. Zoila Tazi, a researcher and early childhood educator. Dr. Tazi describes her work with Spanish-speaking preschool children who received bilingual instruction and charts the development of English literacy skills over the course of Pre-Kindergarten and Kindergarten.
Presentations in this strand can offer guidance for early childhood educators – Teachers, Teaching Assistants, Administrators -- from birth to Kindergarten.
Our keynote speaker is the Distinguished Senior Lecturer, ASHA Fellow and Board Recognized Specialist in Child Language, and director of the Teacher's College bilingual extension institute, Dr. Catherine Crowley.
Catherine J. Crowley, CCC-SLP, J.D., Ph.D., is a Distinguished Senior Lecturer in the graduate program of speech language pathology at Teachers College Columbia University, where she founded and directs the bilingual/bicultural program focus. As part of the master’s program in SLP, Cate established and leads annual clinical opportunities in Ghana and Bolivia for her TC graduate students. Cate also conceived, developed, and directs the Bilingual Extension SLP Institute. The Institute, with its 8-person faculty and 8 Master Clinicians/Mentors, is a discipline-specific program for bilingual SLPs who already have their master’s degrees. In its 17th year, over 500 bilingual SLPs have received their bilingual extension through the Institute.
Cate is an experienced attorney with expertise in developing policy and guidelines, especially regarding appropriate assessment of bilingual and minority students. She regularly consults nationwide on assessment issues with federal, state, and local agencies. Cate is a Fellow of the American Speech Language and Hearing Association and has won several national awards including ASHA's awards for “Special contributions to multicultural affairs” and for “Special Contributions to International Work”. Cate is well published including as the primary author of the ASHA's 2004 policy statement that identifies the knowledge and skills needed to provide culturally and linguistically appropriate services which is cited extensively in the literature. Cate is on the NYSED Board for Speech Language Pathology and Audiology where she has served as Chair and Vice Chair.
Dr. Ivannia Soto-Hinman is Assistant Professor of Education at Whittier College, where she specializes in second language acquisition, systemic reform for English language learners (ELLs), and urban education. She has presented on literacy and language topics at various conferences, including the National Association for Bilingual Education (NABE), the California Association for Bilingual Association (CABE), and the American Educational Research Association (AERA). Soto-Hinman has also served as a consultant to WestEd, as well as a variety of districts and county offices in California, providing technical assistance for systemic reform for ELLs and Title III. She has recently completed several projects at Stanford University working with the School Redesign Network (SRN) on systemic high school and district redesign. Soto-Hinman is the co-author of The Literacy Gaps: Building Bridges for ELLs and SELs, released by Corwin Press in August 2009. Her second book with Corwin Press, entitled ELL Shadowing as a Catalyst for Change, is set to be published in February 2012.
Dr. Zoila Tazi is currently a Principal at the Park Early Childhood Center in Ossining, New York. In this capacity, Dr. Tazi oversees a program serving over 650 preschool children.
Dr. Tazi has over 20 years experience working with children and families. She has been a director of several children’s programs including a private Day Care as well as a Head Start Child Development Center. Her clinical experience includes work with young children as a primary therapist in a psychiatric setting and as a School Social Worker. Dr. Tazi has worked in the Ossining schools since 1997 serving an immigrant population of children and families. She is a co-founder of Proyecto ALCANCE, an association of Spanish-speaking parents within the Ossining schools where there is a large and growing Latino community. Dr. Tazi is a frequent conference presenter on issues relating to serving a Latino immigrant population. In 2002, The New York State Association of Bilingual Education gave Dr. Tazi the “Bilingual Support Person of the Year” award for the state. In 2000, Dr. Tazi contributed to a proposal and program design for a family literacy program in the Ossining schools entitled “First Steps/Primeros Pasos” which serves hundreds of families with children ages 0-4 in all of the Ossining community.
Dr. Tazi has contributed to published textbooks on two occasions highlighting her work among Latino children. The first was a chapter on “Colombian and Ecuadorian Children and Families” for a Social Work textbook entitled, Culturally Competent Practice with Immigrant and Refugee Children and Families published in 2003. The second was published in 2010 entitled, “Preventing the Gap in Preschool: A Suburban Community Model” appearing in Breaking the Mold of School Instruction and Organization. In September of 2010 Dr. Tazi wrote Bilingual by Design: a Vision for Preschool Education in New York for the quarterly newsletter of the New York State Association of Bilingual Education (NYSABE).
In January of 2010, Dr. Tazi received the “Pathways to Leadership” Scholarship from the New York State Council of School Superintendents in recognition of her leadership in education.
Dr. Tazi obtained a Doctor of Philosophy degree in Urban Education from the City University of New York, Graduate Center. Her dissertation studied the effects of bilingual instruction on the emergent literacy skills of Spanish-speaking preschool children.
Dr. Andrea Honigsfeld is Associate Dean in the division of education at Molloy College, Rockville Centre, NY. She teaches graduate education courses related to cultural and linguistic diversity, linguistics, ESL methodology and action research. Before entering the field of teacher education, she was an English as a Foreign Language teacher in Hungary (Grades 5-8 and adult), an English as a Second Language teacher in New York City (Grades K-3 and adult), and taught Hungarian at New York University.
She was the recipient of a Doctoral Fellowship at St. John’s University, where she conducted research on individualized instruction and learning styles. She has published extensively on working with English Language Learners and/or providing individualized instruction based on learning-style preferences. She received a Fulbright Award to lecture in Iceland in the Fall of 2002. In the past eight years, she has been presenting at conferences across the United States, Great Britain, Denmark, Sweden, the Philippines and the United Arab Emirates. She frequently offers staff development primarily focusing on effective differentiated strategies and collaborative practices for English as a second Language and general education teachers. Her co-authored book Differentiated Instruction for At-Risk Students (2009) and co-edited bookBreaking the Mold of School Instruction and Organization (2010) are published by Rowman and Littlefield.
Julie Sugarman is a research associate at the Center for Applied Linguistics in Washington, DC. At CAL, she has been involved in research studies on the biliteracy development of students in two-way immersion (TWI) programs, as well as the creation and dissemination of a variety of online resources for TWI program practitioners, including the Directory of Two-Way Bilingual Immersion Programs in the U.S. and the Guiding Principles for Dual Language Education. Along with Elizabeth R. Howard, she is the author of Realizing the Vision of Two-Way Immersion: Fostering Effective Programs and Classrooms. This work focuses on how four exemplary TWI programs foster cultures of intellectualism, equity, and leadership in order to promote bilingualism and biliteracy among TWI students.
Julie’s current focus is on TWI program development and evaluation, including helping schools use the Guiding Principles for Dual Language Education as a tool for program improvement. She has conducted evaluations of TWI/dual language, bilingual, English as a second language, and English for specific purposes programs throughout the United States and internationally. She is also involved in the STARTALK initiative, providing evaluation support for a nationwide project that funds foreign language instruction for students in Grades K-16 in critical languages.
Julie is currently completing her Ph.D. dissertation on equity in dual language programs at the University of Maryland, College Park, in the Second Language Education and Culture program. She also holds an M.A. in anthropology from the University of Virginia.