"Every Child Bilingüe!"
From the President's Desk
Hola TABE Community,
I would like to begin this TABE Noticias by remembering our beautiful children and two teachers who we lost in Uvalde, Texas, on May 24, 2022. TABE continues to pray and advocate for our colegas and families in our sister district and community of Uvalde. Let’s never forget this tragedy and continue moving forward proactively to support our Uvalde community and engage actively in the political process to help end senseless violence in our schools. To support the Robb School Memorial Fund, please visit: https://onestarfoundation.org/uvalde/
I hope everybody is finding time to relax and spending precious moments with family and friends. It’s very important that we re-energize by doing things that fill our hearts with joy and esperanza for the coming school year. At TABE, we are continuing working hard in providing students, teachers, and families with resources and professional development opportunities.
We just completed the very first TABE Dual Language Symposium that took place June 17th and 18th with a lineup of experts in the three goals of dual language: 1) Bilingualism and Biliteracy, 2) Academic Achievement in Two Languages, and 3) Sociocultural Competence. We want to thank everyone who registered for the event and for engaging with the presenters from the beginning to the end. We have had great feedback through social media and through the survey. The first Dual Language Symposium exceeded our expectations, y estamos enormemente agradecidos con todos. I also want to thank our presenters for always supporting TABE with their expertise and time. This symposium sets a precedent for future years to come.
We continue working hard preparing for our TABE Fall Conference in Houston, Texas. This milestone conference marks the 50th anniversary since TABE was established in 1972. We are excited to announce that Dolores Huerta will be the main speaker opening the conference on October 14, 2022. Dr. Anindya Kundu will be our opening speaker on October 15, 2022. Other featured speakers include Ofelia García, José Medina, Elena Izquierdo, John Seidlitz, Emily Francis, and many more! There will also be many engaging breakout sessions in which we get to learn best practices from each other. Don’t miss this great opportunity and register as soon as you can.
We are living in changing times in education/bilingual education and it is important that we stay united to ensure that the needs of our emergent bilingual students, teachers, and families are met. There is a lot more power in collaboration than trying to do things individually in silos. ¡Juntos podemos seguir adelante!
Dra. Olivia Hernández, TABE President
Getting to Know Us: Executive Board Stories
Born and raised in Bogotá, Colombia where I completed my studies as a civil engineer, I started my career in education in 2004 when I moved to Houston. I went through an alternative certification program with Pasadena ISD in partnership with Saint Thomas University and began teaching 4th grade. As I engaged in research for my masters in bilingual education, I centered on dual language education and for my doctoral dissertation addressed teachers’ language ideologies and the development of biliteracy. I have participated in different committees with TEA, including the Dual Language Guidance Committee and a couple of Proclamations for language arts and mathematics, and different item revision and range finder committees for reading and writing. I became a DL Spanish coach for my campus and served as the instructional coach and program manager as it transitioned from a 50/50 to an 80/20 model. In 2013, I became the district instructional specialist for Bilingual/ ESL 4-6 and DL for K-8. In 2019, I assume the role of district Coordinator for Bilingual/ ESL and DL, and in August 2021 I was named Director of the Multilingual Department at Pasadena ISD. I have presented about bilingualism, Spanish literacy development, and multilingual education in local, regional, state, and national conferences. I identify as an advocate for multilingual students and multilingualism, centered around the implementation of effective and responsive instructional practices for multilingual learners.
Fair School Funding
Texas Governor Greg Abbott is pushing private school vouchers, which will redirect public funding monies away from public schools and into the pockets of private schools. The vouchers, education savings accounts, and/or scholarship tax credit programs are an effort to lure students of color from low-income households away from their neighborhood schools to private schools. Private schools are not required by law to address their special or linguistics needs. Moreover, the amount allotted does not cover full tuition as most of these private schools tend to serve wealthy individuals/families. We need to support efforts to keep students in our public schools and provide quality educational programs with the money each student brings according to the funding formula, especially for our Emergent Bilingual students.
Teacher Shortages Affecting our Emergent Bilingual Students
The Texas Education Agency (TEA) established a Teacher Vacancy Task Force consisting of 28 members to address the teacher shortages in Texas, especially in areas that directly affect our Emergent Bilingual students. The problem with this task force is only two were teachers. After backlash from many professional communities, especially IDRA, TEA decided to add 24 more teachers. This type of pressure is needed to ensure our Emergent Bilingual students are represented. Moreover, House Bill 2256, a new certification in bilingual special education, aims to address teacher shortages in both bilingual and special education. Similarly, Senate Bill 560 tasked TEA, THECB and Texas Workforce Commission to come up with a strategic plan to improve and expand bilingual education. IDRA once again took the lead to provide recommendations for the certification requirements The recommended trainings address differentiating students’ linguistic, cognitive, developmental and other abilities as it relates to their placement in any bilingual and/or special education programs (https://www.idra.org/resource-center/update-on-texas-education-policy-priorities-what-to-watch-and-where-to-engage-for-educational-equity/) .
Amigos PLC: Sharing BEST Practices for English Learners
El dictado has long been recognized as a strategy and classroom routine utilized to strengthen specific skills such as: fonética, ortografía, fluidez, puntación, and many more literacy elements to meet the needs of the emergent bilingual student. According to Beeman and Urow (2012) in their book Teaching for Biliteracy: Strengthening Bridges Between Languages, el dictado can help emergent bilingual students in grades as early as kindergarten in various ways, as shown on the table below. To view an example of el dictado, please watch the video posted above.
BESO Story Time!
At 18, I was determined to earn a degree in law enforcement and change the world. Little did I know that random events, combined with exceptional experiences, would open a pathway to begin a fulfilling journey in the world of bilingual education. “La Aventura” started at UTSA. After having a concise and thought-provoking conversation with a professor in the Bicultural Bilingual Studies department, I came to realize that by becoming a bilingual teacher, I would have the privilege to truly impact the life of individuals for many generations to come. I fell in love with this idea.
It was common for students interested in becoming bilingual teachers to join BESO. Joining this student organization was pivotal in my life. I remember walking in the hallway of the university and one of my friends saying: “you should join BESO”. At 20, the possibility of joining a group that shared a collection of common altruistic and sometimes “naïve” sets of beliefs and core values was appealing and inviting. Within a year, I was told by one of my friends “te nominamos como presidente.” I said “Si,” without knowing that this experience would impact my life in a radical way for many years to come.
BESO instills in its members a sense of courageous leadership that will develop gradually. You are exposed to real experiences that will lead into critical awareness. As BESO students, we conducted voter registration rallies, we delivered speeches at projects in the West Side of San Antonio. We passionately spoke on the benefits of becoming educated and knowing your rights. We attended conferences and met authors that we only read in books such as Cummins and Crawford. Gradually, these experiences allowed me to realize that we were not only being prepared to become bilingual teachers, we were in a “real-life workshop” in which all these experiences were molding us into being active agents of change. I realized that bilingual education is controversial, political, disruptive and a great equalizer in the life of individuals. I grasped the fact that language, culture and identity are vital factors in the overall accomplishment of linguistically diverse individuals. Freire’s quote “Washing one's hands of the conflict between the powerful and the powerless means to side with the powerful, not to be neutral. ” became my personal banner in my formation as a college student and later as an adult.
In BESO, I started as a clueless member and evolved into a “servant-leader” president. I gained leadership skills that changed my perspective as an individual. I realized that I had the obligation to continue my education and become the best bilingual teacher possible. After participating in BESO, Dr. Bernal and Jim Lyons were instrumental in my experience as being the first Texas intern at NABE in Washington DC. As an intern, I had the opportunity to speak to legislators on behalf of the benefits of bilingual education. My journey continued; BESO had ignited the fire. After returning from DC, I had the opportunity to become part of the Texas Association for Bilingual Education Board and served as the Student Representative at the state level. I have the honor to say that I was the first student to serve in this capacity. This position has been now in place for close to 25 years. My journey continued and I had the opportunity to enhance my preparation as an educator by participating in several international programs. I had the privilege to participate in language courses at the Sorbonne University in France and language courses at the Complutense de Madrid in Spain.
After earning a BA and MA in Bicultural Bilingual Studies, I have had the opportunity to serve as a Bilingual Teacher, District Specialist, and District Coordinator in Edgewood ISD. My journey has been exciting and often challenging. Being a first-generation college student and being aware of my personal upbringing including not knowing English and being a migrant worker, I can fervently attest that my involvement in BESO sparked that flame to become a leader, an educator and an evolving agent of change. At this time, what I can say: “Muchas gracias BESO"
About Hugo Hernández
Hugo Hernández migrated to this country at the age of seven. He is the youngest of a family of six and first -generation college graduate. He was a migrant worker in Texas, New Mexico, and Wisconsin. He attended the University of Texas at San Antonio and earned a BA in Interdisciplinary Studies and MA in Bicultural-Bilingual Studies. He also completed language programs at the Universidad Complutense de Madrid and at the Sorbonne University in Paris, France.
He was a student intern for the National Association for Bilingual Education (NABE) in Washington, DC. He has served on the TABE Executive Board as a Student Representative, Parliamentarian, Parent Representative and Treasurer. He currently lives in San Antonio, TX and works for Edgewood ISD. He is the current past president for the San Antonio Area Association for Bilingual Education (SAAABE) in San Antonio, TX. He is passionate about serving God, bilingual education, supporting teachers and truly advocating for the language rights of students in the state of Texas.
Un sendero, dos senderos: Dual Language Highlights
Affiliates' Voices: Stories from the Field
Let's Welcome the Newly Elected AAABE Board for 2022-2023!
AAABE announces a new elected board ¡Bienvenidos! Nuevas ideas, nuevos proyectos, new members serving in different positions. We wish the best on this new journey. Adelante, juntos.
No tenemos palabras que puedan mitigar el dolor de las familias afectadas por la irreparable pérdida de vidas inocentes ocurrido el día de hoy. Nuestros corazones están profundamente afectados por tan terrible tragedia. Nuestra solidaridad para nuestros compañeros maestros, personal y padres de familia del distrito escolar independiente y consolidado de Uvalde.
We have no words that can mitigate the pain of the families affected by the irreparable loss of innocent lives that occurred today. Our hearts are deeply affected by such a terrible tragedy. Our solidarity with our fellow teachers, staff, and parents of Uvalde CISD.
BEAM Awards Dinner and Installation CeremonyMark, your calendar and make plans to attend! BEAM is cordially inviting you to a great event. We hope you will join us to honor our award winners and welcome the new 2022-2023 BEAM Executive Board. Register at http://beamdfw.org/event Te esperamos.
HAABEIncansables. We recognize the work of HAABE on behalf of our culturally and linguistically diverse population. Gracias a la mesa directiva y miembros por todos sus esfuerzos y arduo trabajo.
RGV-TABE Welcomes New Board Members
RGV-TABE welcomes their new board members! President Elect Dr. Edith Treviño, Vice-President Mr. Jesús Martínez, and Secretary Dr. Carolina López join previous board members, Edgar Ibarra, President and Norma García, Treasurer. Les deseamos lo mejor en esta nueva etapa y que todos los proyectos y metas que sean establecidos se cumplan.
RGV-TABE Recognizes Bilingual Teacher of the Year
Former TABE Student Representative, Ms. Michelle Cavazos, was recognized as the RGV-TABE Bilingual Teacher of the Year this past May. We are truly pleased to see her growth and we wish her the best in all her future endeavors.
The San Antonio Area Association for Bilingual Education held its 43rd annual conference on May 26, 2022. This event attracted renowned keynote speakers Dr. Zelaya, Dr. Tafolla and Dr. Gilberto Soto. This event was in-person and attracted a diverse audience that included educators, administrators, students, professors, etc. from the Region 20 area. Mary Esther Bernal was honored and recognized during the conference. Dr. Bernal and his family were very pleased by TABE’s efforts to honor the legacy of Mary Esther Bernal.
En familia: Recursos e ideas prácticas para criar hijos(as) bilingües
Por Blanca Gálvez Pérez, Representante de Padres de Familia de TABE
El dolor es parte de la vida y como tal los padres debemos estar preparados para apoyar a nuestros hijos cuando el momento se presente. He aquí algunos recursos informativos sobre cómo ayudar a los niños a enfretar la pérdida de un ser querido.
On the Bilingual Directors' Radar
Professional Learning for Bilingual/ESL Directors:
- 2022 Virtual Bilingual/ESL Directors Back-to-School Institute (August 25, 2022)
- Bilingual Directors and Houston TABE Local Committee Meeting ( September 1, 2022)
- 2022 TABE Bilingual/ESL Directors’ Annual Conference Institute (October 13, 2022)
Bilingual/ESL Directors’ Summer Reading Articles:
- Promoting Leadership and Collaboration for an Effective Multitiered System of Supports for English Learners
- Fostering Collaborative Partnerships With Families of English Learners Within a Multitiered System of Supports
- English Learners With Significant Learning Difficulties or Disabilities: Recommendations for Practice
- Evidence-Based Tier 2 Intervention Practices for English Learners
- Multitiered Instructional Systems for ELs
FREE TEA Online Certification Courses
Beyond PK-12: News from Higher Ed
By Dr. J. Joy Esquierdo, TABE Higher Education Chair
EdTPA: The New Teacher Certification Exam for all Teachers in Texas
In the last three years, Texas’ educator preparation program participated in Texas’ edTPA pilot program. TEA reports that there were 40 educator preparation programs across the state participating in this pilot. The teacher candidates completing the clinical teaching (student teaching) in these 40 educator preparation programs completed an edTPA portfolio. All the edTPA portfolios from the pilot programs were double scored.
The edTPA exam, developed at Stanford University, requires would-be teachers to answer essay questions, submit sample lesson plans, provide a video recording of themselves teaching in a classroom, and analyze student progress. Additionally, edTPA is a performance-based, subject-specific assessment and support system used to emphasize, measure, and support the skills and knowledge that all educators need to be effective. For edTPA, teacher candidates will prepare a portfolio of authentic evidence that reflects their Texas classroom and students during their clinical or internship experience.
In April 2022, the State Board for Educator Certification, which oversees the preparation, certification and standards of conduct of public school educators, adopted edTPA in a 8-to-1 vote. Now the State Board of Education needs to approve the certification assessment. If all is approved, edTPA will replace the Pedagogy and Professional Responsibilities exam, a test of 100 multiple choice questions that has been in use since 2002. On June 17, the State Board of Education (SBOE) unanimously decided not to approve the adoption of the edTPA to replace the PPR exam as had been approved by the State Board of Educator Certification (SBEC) at its April meeting. The item will now go back to the SBEC.
Components of edTPA:
Throughout the development of the portfolio, candidates have the opportunity to demonstrate their effectiveness to support students, engage students in ambitious learning, analyze students’ learning, and adjust their instruction to meet their students’ needs. To this end, candidates will provide evidence in response to the following questions for each of edTPA’s tasks:
Task 1: Planning for Instruction and Assessment
Task 2: Instructing and Engaging Students in Learning
Task 3: Assessing Students’ Learning
Task 4: Assessing Students’ Mathematical Learning (for EC-6 Candidates)
Summary of edTPA Workshops for faculty, instructors, supervisors, and P-12 partners who support teacher candidates.
Handbook Deep-Dive and Teacher Candidate Support: This workshop is intended for faculty, instructors, supervisors, and school partners who support teacher candidates. In this workshop, a member of the edTPA National Academy (affiliated with a Texas Educator Preparation Program) will guide participants through a close examination of the edTPA tasks and rubrics, providing a deeper dive into what candidates are asked to think about, do, and write for each task as well as how candidate portfolios will be evaluated. Additionally, several instrumental resources will be shared along with best practices from successful implementation. Furthermore, this session will provide guidelines and best practices for supporting candidates as they prepare for edTPA within participants’ program context.
Academic Language in edTPA: Support Learning and Language Development: This workshop is intended for faculty, instructors, supervisors, and school partners who support teacher candidates. In this workshop, a member of the edTPA National Academy (affiliated with a Texas Educator Preparation Program) will provide participants with an overview of academic language and demonstrate how academic language is an integral construct in edTPA through the lens of equitable instructional practices.
Evaluating Candidate Performance: This workshop is intended for faculty, instructors, supervisors, and school partners who support teacher candidates. In this workshop, a member of the edTPA National Academy (affiliated with a Texas Educator Preparation Program) will provide opportunities for participants to review the edTPA rubrics, introduce a process for identifying and evaluating evidence within an edTPA portfolio, and identify ways in which the performance evaluation process can be used for continuous improvement.
Task 4 Deep Dive: This workshop is intended for faculty, instructors, supervisors, and school partners who support elementary education teacher candidates. In this workshop, a member of the edTPA National Academy (affiliated with a Texas Educator Preparation Program) will guide participants through a close examination of the Elementary Education: Task 4 Mathematics and its rubrics, providing a deeper dive into what candidates are asked to think about, do, and write as well as how candidate portfolios will be evaluated.
Curriculum Inquiry: This workshop is intended for faculty, instructors, and supervisors who support teacher candidates. In this collaborative workshop, a member of the edTPA National Academy (affiliated with a Texas Educator Preparation Program) will provide opportunities for participants to review their programs’ scope and sequence and course syllabi to identify areas in which the constructs, measured by edTPA, are already embedded and could naturally be embedded.
For more information: