LA CLAVE de OAXACA: :
Multilingual, Multicultural, Curriculum Development Institute
July 13, 2020
July 18 - 25, 2020
For inquiries, please email us
at firstname.lastname@example.org or
call us at (312) 315-0727. For online registration with a credit card use link below. Print PDF Brochure for mail-in registration. For team invoice billing and payment, contact us for information.
The LA CLAVE de Oaxaca 2020 Institute is designed for both teacher and administrator participants to understand and incorporate language and culture focused curricular components into units that build on the linguistic, cultural and cognitive assets of multicultural learners, all within the context of social justice. The LA CLAVE Institute proposes a three-part modular program (see graphic description below and link to Institute Description above).
Participants are encouraged to come as curriculum development teams to take advantage of the time to collaborate with their colleagues on these important units of study.
Paridad’s La Clave de Oaxaca Institute was recently documented as an example of deep professional learning in Chapter 8, p. 170, “From Monolingualism to Multilingualism” by Ivannia Soto & Margo Gottlieb in Breaking Down the Wall: Essential Shifts for English Learners’ Success, 2019, Corwin Press:
OFFERING DEEP PROFESSIONAL LEARNING OPPORTUNITIES
The following description of a three-module professional learning institute illustrates how the arts can transcend linguistic and cultural boundaries to become infused throughout school.
“Arts are the ideal medium for educators to explore the intersection of language, culture and content and is a panorama for understanding social justice issues that relate to curricular choices and instructional implementation. In the first module, teachers and district leaders were introduced to a multilingual curricular framework before engaging in the second module, a rich series of field experiences with artists and cultural experts in Oaxaca, Mexico. The third module focused on making district curriculum more culturally and linguistically appropriate. Data from post-institute surveys and evaluations confirmed the positive impact of this multidimensional approach to professional learning where participants see the value of sustaining and amplifying the home languages and cultures of their multilingual learners to use as learning tools to access complex content. (Hilliard & Gottlieb, 2018)”
“The Paridad staff ensured that every facet of the Oaxaca Language, Culture and Art Institute program ran efficiently and met all of our travel, dietary and logistical needs from start to finish. The artistic, historical, cultural and culinary experiences we were provided were unique, varied, complex and thought-provoking. Even more impactful however were the professional and personal transformations that our participants underwent. As educators of linguistically and culturally diverse students, this trip provided a window into the reality of our students and the communities from which they prevail. In turn, it provided each of us with a mirror to examine our own cultural interpretations, biases and privileges. Every last one of our participants was changed as a result of our experience in Oaxaca in both professional and personal ways.”—J. Baricovich, Director of Assessment and English Learner Programming, Cook County School District 104, Illinois
President & Co-Founder, Paridad Education Consulting
John has devoted his professional career to bringing parity to the field of education, hence the origin of the name Paridad. Throughout his 25 years in education, he has played a variety of roles from award-winning bilingual teacher, to university instructor, to nationally recognized professional developer. More importantly, John brings his deep expertise, enthusiam, and love of all things Oaxaca to our institute.
Co-Founder & Lead Developer, WIDA
Margo is an internationally
recognized expert and author in the assessment of language learners. She is also the Lead Developer, for the World-Class Instructional Design and Assessment (WIDA) Consortium.
Cristina deeply enjoys collaborating
with practitioners in developing
instruction, intervention and
assessment for multilingual learners.
In addition. She derives great
satisfaction from teaching graduate
courses for in-service teachers on biliteracy, assessment, and foundations of language minority education. She has delivered graduate courses for American educators visiting Oaxaca over the last 15 years.
Carlos has served in diverse positions from resource teacher, self-contained 5th grade teacher to Lead Technology instructor coaching teachers how to integrate technology into the curriculum. Carlos has a unique bicultural and bilingual vantage point on the culture of Mexico and the U.S. He is a dual national that has family
homes in both countries. From
this binational perspective he has
developed a strong passion for sharing the hidden marvels of culture, food, art and architecture of his own Mexican roots. As
an Illinois educator, he has focused on the development of Dual Language programming
at his own district.
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“It was mind blowing! I’m so grateful for the visits to see the artists and cannot wait to share the experiences with my students and connect with them. I have so much pride for their culture and feel blessed to access it . . .”
—Cook County School District 104, Illinois participant