2018 IABE Conference

Taking Language Learners to the Next Level

Thursday January 25 (evening) & Friday January 26
Boise, Idaho  Red Lion Downtowner

1800 Fairview Avenue
Boise, Idaho 83702
Tel: (208) 344-7691
Fax: (208) 336-3652


Thursday evening program:

Registration begins at 4:00   Buffet  at 5:00

Presentation begins at 6:00


150 Years of Idaho Latino History through Song and Word

Musicians and composers, Juan Manuel Barco from Seattle and Bonifacio Dominguez of Lewiston, together with cultural activist and singer, Ana Maria Schachtell of Boise, will talk about the traditional Mexican corrido or ballad and how this art form is the perfect tool to celebrate the history of the Latinos in Idaho.  They will select and perform some of the stories and ballads included in the book “Nuestros Corridos: 150 Years of Latino History through Song & Word – 1863 to 2013.”

Friday Keynote Speaker: Tim Blackburn

Planning with Intention for Student Interaction

Twenty first century standards can be seen as a language learning opportunity, as greater depth of knowledge requires students to use language in authentic ways that leads to generative learning. We know that, for our students to use language in these generative ways, we must create daily opportunities for our students to apprentice over time with adequate support (Heritage, Walqui, Linquanti, 2015).

This shift in expectations requires a “reformulation of practice” as we design “invitations” for students to connect and collaborate (Heritage, Walqui, Linquanti, 2015). Intentional planning practices for student interaction remind us that learning is a social act, one in which students are “active learners who co-construct knowledge of content” and language “through dialogue with their peers” (Heritage, Walqui, Linquanti, 2015, p.88). This session provides an overview of intentional planning practices that leverage tools like the WIDA Standards and the Education Northwest Task Analysis Process to help us highlight the role of disciplinary language in disciplinary content. The practices introduced here are tools for weaving language and content learning that can be applied across grades, disciplines, languages, and contexts.


Tim Blackburn spent the early years of his career as a high school ESL teacher and bilingual educator in the Bronx, NY. In his final position in the New York City Department of Education Mr. Tim taught Global History, in English and Spanish, at International Community High School, one of NYC’s 12 newcomer high schools. It was this experience that impressed the true importance of integrating disciplinary language and content, especially through tasks designed to promote small group collaboration. He regards those years as the brightest in his career, and now that he is in Oregon, he continues to draw from those classroom lessons to inform how to support Emergent Bilingual students throughout the school day.

Since arriving in Oregon in 2012, he has worked as a TOSA in the Oregon Migrant Education Service Center, providing technical support to the hundreds of professionals working in Migrant Ed. throughout Oregon. He as also a founding member of the Education Equity Unit at the Oregon Department of Education. There, he designed and delivered professional learning for teachers and administrators to support language learners in the Common Core. At Education Northwest, Tim serves schools and school districts across the country in refining evidence-based programs and instructional practices for Emergent Bilingual students. Tim is a biliterate educator in Spanish and English.