TOT INSTITUTE

There is increased concern across the United States regarding the pressing need to effectively educate Bilingual Learners [inaccurately referred to as English Language Learner (ELL) or limited English proficient (LEP)]. According to Kindler (2002), Bilingual Learners represent the fastest growing group in this country, growing at an unprecedented rate. In 2000-2001, over 10.5% of the total U. S. student population was identified as a Bilingual Learner and over 79% are from Spanish backgrounds. Although Bilingual Learners are mostly concentrated (61%) in 6 states: California (1,591,525) Texas (684,007), Florida (299.346), New York (203,583), Illinois (192,764), and Arizona (155,789), they are increasing in numbers across the country. As these numbers grow, it becomes increasingly critical that educational leaders understand the best practices for effectively educating Bilingual Learners. Data continues to demonstrate a literacy crisis within this group, particularly at the middle and high school levels. According to the nation’s report card, the National Assessment for Educational Progress (NAEP), only 4% of 8^th grade Bilingual Learners scored at the proficient or advanced levels on English reading in 2005. Bilingual Learners continue to drop out of school at a higher rate (31%) than native English speakers (10%). An important learning curve exists in this country as it relates to the establishment of enrichment instructional programs (dual language) of high quality that recognize the linguistic and cultural assets of Bilingual Learners as key mediums for equitable schooling.

To this end, Dr. Leo Gómez and Dr. Richard Gómez Jr. have focused their research and work with schools and districts explaining the need to implement enrichment models of bilingual education that not only more effectively educate Bilingual Learners, but all children. They have published several articles and conducted numerous presentations on the linguistic and academic value of a dual language education. Over the last 15 years, they have been extensively involved in the development, implementation and assessment of One-Way & Two-Way Dual Language Enrichment Programs implementing their Dual Language Enrichment (DLE) Model they co-developed in 1995. The consistent implementation of this unique DLE Model has proven effective in improving the long-term linguistic and academic achievement (based on standardized test results in reading, mathematics and science) of Spanish and English dominant students in the upper elementary, middle and high school levels.

In 2003, they co-founded the Dual Language Training Institute (DLTI), a consulting firm consisting of several university professors and master teachers that support school’s ongoing implementation in various aspects of the DLE Model. Initial and follow-up training and support is provided in all key components of the Model as well as conducting optional follow-up classroom visits to assist with fidelity of implementation. Today, the Gómez & Gómez DLE Model is one of the most widely implemented DLE instructional models. Since 1996, this DLE Model has been successfully implemented in over 575 elementary schools across six states: Texas, Washington, Nevada, California, Kansas and Alaska. In Texas alone, this Model is being implemented in 530 schools and growing! In a large number of districts and schools, this DLE Model has been adopted as THE Bilingual Program serving ALL Spanish Bilingual Learners through One-Way Dual Language closing long-term academic achievement for this group.

Although this DLE Model has grown in implementation, most of these districts are in Texas. The DLTI is now prepared to expand and share this successful DLE Model with the rest of the country through a Trainer of Trainer (TOT) process. This will allow for expansion of the DLE Model and building of capacity across the country hopefully resulting in more effective instructional programs for Bilingual Learners. The DLTI DLE-TOT requires that a minimum of 2 district/campus staff attend a week long TOT training to certify them (3 years) to go back to their district or school, train their staff and monitor/sustain implementation. The TOT provides all necessary training materials. Note: Follow-up District visit is required to complete 3-Year certification.

NOTE: The DLE TOT is for districts and schools outside of Texas and for eligible districts & schools in Texas.* DLTI continues to work with Texas districts

*Districts that have fully implemented the Gómez & Gómez DLE Model through 5th grade and have received training through DLTI (in at least one campus) are eligible for TOT certification. Texas districts and schools not eligible and/or not certification are encouraged to register and attend the 5-Day TOT to gain greater depth in understanding DLE model to better support program implementation.

This 5-Day DLE TOT Certification Institute provides participants with the necessary tools needed to return to their district or school and successfully establish and sustain a Two-Way DLE Program for All students (both groups) or a One-Way DLE Program for Bilingual Learners only.

The Dual Language Training Institute plans to offer 1-2 DLE TOT Certification Institutes per year (summer/fall).

To Register for this Institute, please click below, download registration form and process: