Dual Language Immersion 2024. Sutton Middle School.
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.”
I am APS is a special series highlighting students, faculty, alumni, and others in celebration of the rich and diverse experiences, backgrounds and contributions within the Atlanta Public Schools family. Together, we stand in solidarity of our shared admiration of APS and the mission which guides us. #IamAPS
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Sandra Romero, 2nd grade math and science Dual Language Immersion teacher at Benteen Elementary School. Photo: Allison M. Slocum ©
Sandra Romero always wanted to be a teacher and was intentional in seeking dual language opportunities that would enable her to teach in both English and Spanish. Her search led her to Atlanta Public Schools (APS), which ultimately landed her a position as a Dual Language Immersion (DLI) educator at Benteen Elementary School.
Born into a family of teachers, Romero considers her love of teaching to be an honor because it’s a profession she is passionate about. Unlike her grandmother and great aunts, strong women whose career options at the time were often limited to either a nurse or teacher, Romero had options. And she proudly chose teaching, a privilege she does not take for granted and a family legacy she cherishes.
Sandra Romero standing in front of Benteen Elementary School’s 2023 Día de los Muertos display. Photo: Allison M. Slocum ©
We stopped by Romero’s second-grade class the day after Día de los Muertos to see how she incorporates Spanish into her lessons and to learn about how she enjoys being a vital part of the bridge that connects education to APS families.
SANDRA ROMERO
Second-grade DLI teacher at Benteen Elementary School
Why are you proud to teach in Atlanta Public Schools?
This is a district that is well organized. It has high expectations for teachers, so that [forces] us to keep learning more about our profession. It is also very diverse. It has so many cultures around it, not only in the staff but also in the school population that we receive on a daily basis. So that makes a very vibrant district.
Are you teaching your students to speak Spanish?
I’m teaching the content subject, which is math and science in Spanish, but I also use the time to help them with strategies to be more fluent in Spanish because parents want them also to be able to communicate in Spanish.
What is your motivation for teaching?
To see how much the students can learn every day, how capable they are of continuing to grow and develop different skills. That is my motivation, to see the growth in them.
What are the benefits of having multi-lingual teachers?
Students can be more social because they can get connected with more people using two languages. Also, the families can feel that they have a link with the teacher who speaks the same language they do or that in their household, they practice more. They know that they can express their concerns or have a conversation, or say ‘Hola, maestra’, or just say hi to me because they know that I understand what they’re trying to say. It has given a bridge of stronger communication between the schools, the families, and the district itself.
Sandra Romero teaches 2nd grade math and science in Spanish, as well as Spanish strategies for fluency. Photo: Allison M. Slocum ©
What special qualities do you bring to the classroom?
I’m very intentional about what I do and what I expect from the students. I always try to think about how I can improve or what I could have changed, or how I can make [something] more [appealing]. I think that’s a good skill and a good quality— to always be reflective. As I always say, ‘there is always room for improvement’. So to be thinking about that constantly, I think that is a quality that students can sense and can see.
Or being able to say, ‘yesterday we did this, but I feel that we didn’t get to the point where I wanted. So we’re going to try this today.’ They feel that I have this humble side and that I’m also human. This has been my slogan the past few weeks, ‘you need to be very patient with Senorita Romero because this is my first year in the district, so I’m still trying to get all this together so you need to be very patient.’ And they repeat after me ‘yes, ser muy pacientes.’ But [patience] is also a part of the job, so as they are growing, I am growing with them.
How do you know when you’ve been successful in helping your students make progress?
Formally, using the platform and seeing the data. But informally, to hear that they’re speaking more Spanish or that they’re participating in sharing what they know, using their own skills or strategies to make and produce Spanish when we are discussing. Also, when I see that from one week to another we were working very hard and now we can accomplish that [lesson].
En Español— I am APS: Sandra Romero, Maestra de Matemáticas y Ciencias en Español de Benteen
I am APS/Soy APS es una serie especial que destaca a estudiantes, profesores, ex alumnos y otros en reconocimiento a las valiosas y diversas experiencias, orígenes y contribuciones dentro de la familia de las Escuelas Públicas de Atlanta. Juntos, nos solidarizamos con nuestra admiración colectiva por APS y la misión que nos guía. #IamAPS
Sandra Romero siempre quiso ser maestra y buscó activamente oportunidades que le permitieran enseñar tanto en inglés como en español. Su búsqueda la llevó a APS, que finalmente le consiguió un puesto como educadora de Inmersión Lingüística Dual (DLI) en la Escuela Primaria Benteen.
Nacida en una familia de maestros, Romero considera que su amor por la enseñanza es un honor porque es una profesión que le apasiona. A diferencia de su abuela y sus tías abuelas, mujeres fuertes cuyas opciones profesionales en aquella época solían limitarse a enfermera o maestra, Romero tenía opciones. Y eligió con orgullo la enseñanza, un privilegio que no da por sentado y un legado familiar que aprecia.
Nos detuvimos en la clase de segundo grado de Romero el día después del Día de Muertos para ver cómo incorpora el español en sus lecciones y para aprender acerca de cómo disfruta ser una parte vital del puente que conecta la educación con las familias de APS.
SANDRA ROMERO
Profesora de DLI de segundo grado en la Escuela Primaria Benteen
¿Por qué está orgullosa de enseñar en APS?
Es un distrito que está bien organizado. Tiene altas expectativas para los profesores, lo cual nos obliga a seguir aprendiendo más sobre nuestra profesión. También es muy diverso. Tiene muchas culturas a su alrededor, no sólo en el personal sino también en la población escolar que recibimos a diario. Así que eso lo hace un distrito muy vibrante.
¿Enseña español a sus alumnos?
Enseño las materias de contenido, que son matemáticas y ciencias en español, pero también aprovecho el tiempo para ayudarles con estrategias para que hablen español con más fluidez porque los padres quieren que también puedan comunicarse en español.
¿Cuál es su motivación para enseñar?
Ver lo mucho que los alumnos pueden aprender cada día, lo capaces que son de seguir creciendo y desarrollar diferentes habilidades. Esa es mi motivación, ver cómo crecen.
¿Qué ventajas tiene disponer de profesores multilingües?
Los alumnos pueden ser más sociables porque pueden relacionarse con más gente utilizando dos lenguas. Además, las familias pueden sentir que tienen un vínculo con el maestro que habla el mismo idioma que ellos o que en su casa practican más. Saben que pueden expresar sus preocupaciones o mantener una conversación, o decir ‘Hola, maestra’, o simplemente saludarme porque saben que entiendo lo que intentan decir. Ha creado un puente de comunicación más fuerte entre las escuelas, las familias y el propio distrito.
¿Qué atributos especiales aporta usted al salón de clases?
Soy muy consciente de lo que hago y de lo que espero de los estudiantes. Siempre intento pensar en cómo puedo mejorar o qué podría haber cambiado, o cómo puedo hacer [algo] más [atractivo]. Creo que es una buena destreza y una buena cualidad: siempre reflexionar. Y como digo a menudo, “siempre hay lugar para mejorar”. Así que pensar constantemente en ello creo que es una cualidad que los estudiantes detectan y perciben.
O ser capaz de decir: “Ayer hicimos esto, pero creo que no llegamos al punto que yo quería. Así que vamos a intentar esto hoy’. Sienten que tengo ese lado humilde y que también soy humana. Este ha sido mi lema las últimas semanas, ‘tienen que ser muy pacientes con la señorita Romero porque este es mi primer año en el distrito, así que todavía estoy intentando poner todo esto en orden, de modo que tienen que ser muy pacientes’. Y me repiten ‘sí, ser muy pacientes’. Pero [la paciencia] también forma parte del trabajo, así que a medida que ellos crecen, yo crezco con ellos.
¿Cómo sabe si ha conseguido que sus alumnos progresen?
Formalmente, utilizando la plataforma y viendo los datos. Pero informalmente, al escuchar que están hablando más español o que están compartiendo lo que saben, usando sus propias habilidades o estrategias para hacer y producir español cuando estamos conversando. Igualmente, cuando veo que llevamos semanas trabajando arduamente y ahora logramos concretar la lección.