Imagine classrooms with students confidently conversing about instructional content in two languages while gaining a competitive edge in today’s globalized world. APS has a remarkable initiative known as the Dual Language Immersion (DLI) program that teaches literacy and content to students in two languages. With a presence in seven APS schools and a growing enrollment of approximately 1,800 students from pre-K to eighth grade, the program is expanding its reach to nine schools and over 2,000 students in the coming year.
As a part of this ongoing initiative, APS recently partnered with Georgia State University (GSU) to host a two-day professional learning session for DLI teachers at Sutton Middle School.
Three scientists visited from Mexico as a part of an Atlanta Global Research & Education Collaborative project titled, “Supporting and bridging Native science between Mexico and Atlanta’s K-12 dual language immersion: Digital curriculum development and adaptation.”
The project was created to address the lack of science curriculum in partner languages in elementary and middle DLI schools, making APS the perfect co-host.
Sue Kasun, an educator from GSU, shared with the teachers some of the transformative work happening within the program, emphasizing a recent collaboration with three college educators from the Intercultural University of Veracruz in Mexico, who are deeply connected to the Totonaco community, one of Mexico’s indigenous groups.
Highlighting the resilience and cultural richness of the Totonaco community, Kasun called attention to their use of ancestral wisdom to cultivate crops like corn, beans, and squash. This traditional farming method, deeply rooted in indigenous knowledge, sustains the community and embodies sustainable agricultural practices aligned with Western science principles.
Dr. Margaret McKenzie, the Director of Multilingual Programs and Services at APS, spoke about the importance of creating Professional Learning (PL) opportunities to assist teachers in their instruction.
“These scientists have created resources that support our DLI Spanish curriculum, which explores a cultural practice that meets Georgia science standards,” Dr. McKenzie said.
By integrating cultural practices into science education, the goal is for students to not only deepen their understanding of scientific concepts but also develop a profound connection to different communities.
Educational tools like the book “Braiding Sweetgrass” by Dr. Robin Wall Kimmerer also assist in making the connection between indigenous communities in the U.S. and Mexico.
“APS is willing to open the doors and try innovative approaches that work toward equity, inclusion, and building communities that are deeply meaningful to young people,” Kasun said.
An example of APS successfully integrating cultural practices into science education is evident through units of study piloted in a fifth-grade class taught by Isabel Marsh at Garden Hills Elementary School.
Through a partnership with Dr. Kasun in 2022, Marsh developed a culturally responsive curriculum with the University of Veracruz that incorporated hands-on activities, collaborative projects, and culturally relevant materials, giving her students a deeper understanding of scientific concepts and a stronger connection to their cultural heritage.
Curated lessons like Marsh’s fifth grade class and professional opportunities like GSU’s learning session illustrate the success of the DLI program at APS and create opportunities for growth in other areas.
“Research has proven that English learners who are in DLI will make more rapid and solid gains in English proficiency and academic achievement,” Dr. McKenzie said. “It is a very exciting program for APS.”