2006 SAMPLE Handout for Advanced Dual Language Certification

Dual Language across the Curriculum Advanced Certification for Facilitators and Specialist for Module Preparation: An
Introduction
Prepared by Carmen L. Lamboy, Ed.D.
August 17, 2006
1
Dual Language across the Curriculum
Advanced Certification for Facilitators and Specialist for Module
Preparation: An Introduction
Prepared by
Carmen L. Lamboy
© 2006 AGMUS Ventures

Introduction
August 17, 2006
2
Dual Language across the Curriculum
Advanced Certification for Facilitators and Specialist for Module
Preparation: An Introduction
An Introductory (First-Part) Presentation for the Advanced Discipline-Based Dual
Language® Facilitator and Specialist in Module Preparation Certification (About 1 hour)
Upon successful completion of this workshop, you will be able to:
• Review the Discipline-Based Dual Language Immersion Model®
• Review Dual Language Professional Competencies
Professional Competencies
Present/Review
Discipline-Based
Dual Language
Immersion Model®
Present/Review
Dual Language
Professional
Competencies
Reflect on us as
Dual Language
Professionals
Present & practice
Dual Language Professional
writing traits to strive for
Maximize your experience by:
Taking
Notes
Asking
Questions
Actively
Participating
Considering
classroom
applications

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August 17, 2006
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Major Topics Workbook Page Estimated Time
Presentation/Review
Discipline-Based
Dual Language
Immersion Model®
4 10-15 minutes
Presentation/Review
Dual Language
Professional
Competencies
6 10-15 minutes
Dual Language across
the Curriculum
22 15-30 minutes
Table of Contents
Discipline-Based Dual Language Immersion Model® ...........................................4
Additive & Subtractive Bilingualism ............................................................4
Our Mission Our Model...............................................................................5
Five Basic Elements ........................................................................5
Dual Language Professional Competencies .........................................................6
The Dual Language Professional ...............................................................6
Professional Competencies........................................................................7
Dual Language Professional Competencies,
Skills and Objectives ..................................................................................9
Taxonomies..............................................................................................10
Bloom – Cognitive..........................................................................10
Dave – Psychomotor......................................................................13
Krathwohl – Affective .....................................................................15
Professional Competencies, Objectives, and Taxonomy..........................17
Area Manifestations..................................................................................21
Dual Language across the Curriculum ................................................................22
How to achieve this in our courses/modules? ..........................................22
Training we already have .........................................................................23
Specialist in Module Preparation ...................................................23
Additional Training.........................................................................23
New Training Proposed ............................................................................23
Specialist in Module Preparation ...................................................23
Advanced Certification...................................................................23
Time to complete Certification ..................................................................23
Module Format and Assessment..............................................................24
Weighing Language vs. Content...............................................................24
Appendix A..........................................................................................................25

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August 17, 2006
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©2006 Sistema Universitario Ana G. Méndez
Discipline-Based Dual Language
Immersion Model®
Bilingualism
Additive
Bilingualism
Subtractive
Bilingualism
Dual Language
Immersion
Transitional
1st Model 2nd Model
Literature & Research

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August 17, 2006
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Our Mission – Our Model
Professional
Proficiency
Fluency
•Social
•Personal
Use of both languages and both
cultures for professional
proficiency.
L2L1
Five Basic Elements
1. Development of both languages through coursework
a. Undergraduate requirements of 12 credits both languages
b. Four-level language development sequence:
i. Immersion (Non-credit): little or no language skills
ii. Developmental (Credit, not required): language skills not at college
level
iii. First year (Credit, required): first year college requirement
iv. Second year (Credit, required): reading and writing skills
2. Placement testing - Computerized testing for immediate grading and data
collection
a. English: Accuplacer (College Board): selection of items targeted to
model’s language curriculum
b. Spanish: SUAGM Placement test for native speakers & S-CAPE for
Spanish as a Second Language Speakers
3. Use of both languages in all content courses
a. Strictly follow 50/50 formula
b. Modules
c. Specify language to be used in each workshop, assignments and
evaluations
d. General information in both languages
e. Workshops in the language that will be used in that workshop
f. Faculty MUST use Monolingual Delivery
g. “Sheltered environment” for students
h. May ask questions in language of choice but will get answers in workshop
language

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i. Assignments and evaluations MUST be in the language specified
4. Computerized language lab for skill development
a. Open lab for language and basic skills development
b. Faculty may arrange to bring their classes
c. Exercises developed in-house complemented by other software
5. Bilingual faculty and staff
a. Staff speaks, reads and writes both languages
b. All faculty is bilingual, including those teaching language courses
c. Faculty and staff model a dual language professional and provide
“sheltered environment”
d. Continuous Professional Development
Dual Language
Definition
A graduate from our program is a Dual Language Professional who demonstrates
professional competencies confidently in their field of study in English and Spanish.

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Confidently
Conceptual InterpersonalCommunication
SKILLS
Language

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August 17, 2006
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Conceptual Skills:
1. Generate Ideas
2. Create Projects
3. Analyze/Interpret Data
4. Critical Thinking
5. Synthesis
Language Skills:
6. Spelling & Grammar
7. Translates
8. Summarizes Information
9. Use of Varied Vocabulary
10.Technical Jargon
11.Reads & Understands
Communication Skills:
12.Making Coherent Presentations (reports, proposals)
13.Support Opinions
14.Express Ideas (hypothetical & situational)
Interpersonal Skills:
15.Team-work
16.Interpersonal Interaction

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Dual Language Professional (DLP) Competencies, Skills and Objectives
Professional
Competencies Skills
Objectives
7 Given a passage in English or Spanish, a DLP will be able to reproduce
that passage in the other language.
1 A DLP will be able to develop ideas in order to address problems in an
effective way.
2 Given a work-related scenario, the DLP will be able to identify the
relevant needs to develop an action plan to address these needs
effectively.
6.8.11 After reading a selection, a DLP will be able to summarize the main
ideas using correct grammar and spelling in English and Spanish.
1.9.10.14 Given a work-related problem scenario, the DLP will write an essay
proposing a solution using a variety of vocabulary, including technical
jargon in an appropriate manner.
3 Given a work-related problem scenario, the DLP will diagram the thought
process used to solve the problem in an organized manner. Ex.
Conceptual maps, organizational patterns.
4.12.13 Given a controversial idea, the DLP will present a persuasive argument
to support one’s (his/her) personal point of view.
14 Given a real life case study, the DLP will explain in one’s (his/her) own
words the problem that is presented and how to resolve it in two different
ways, English and Spanish.
15 The DLP will work in cooperative groups to present a project integrating
technology in an innovative manner.
16 Given short dialogues, the DLP will adequately paraphrase the content of
what each party state in English and Spanish.
5 Given a work-related problem, the DLP will propose an innovative
solution through integration of new information with current knowledge in
Spanish and English.

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August 17, 2006
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Taxonomies (Domains)
Cognitive, Psychomotor and Affective Domains
Bloom's taxonomy - cognitive domain - (intellect - knowledge -'think')
BLOOM’S TAXONOMY
(cognitive)
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
cognitive domain
level category or 'level'
behavior
descriptions
examples of activity to be
trained, or demonstration
and evidence to be
measured
'key words'
(verbs which
describe the
activity to be
trained or
measured at
each level)
1 Knowledge
recall or recognize
information
multiple-choice test,
recount facts or statistics,
recall a process, rules,
definitions; quote law or
procedure
arrange, define,
describe, label,
list, memorize,
recognize, relate,
reproduce, select,
state
2 Comprehension
understand meaning,
re-state data in one's
own words, interpret,
extrapolate, translate
explain or interpret
meaning from a given
scenario or statement,
suggest treatment, reaction
or solution to given
problem, create examples
or metaphors
explain, reiterate,
reword, critique,
classify,
summarize,
illustrate,
translate, review,
report, discuss,
re-write, estimate,

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August 17, 2006
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cognitive domain
behavior
descriptions
and evidence to be
measured
'key words'
(verbs which
describe the
activity to be
trained or
measured at
each level)
interpret, theorize,
paraphrase,
reference,
example
3 Application
use or apply
knowledge, put theory
into practice, use
knowledge in
response to real
circumstances
put a theory into practical
effect, demonstrate, solve
a problem, manage an
activity
use, apply,
discover, manage,
execute, solve,
produce,
implement,
construct, change,
prepare, conduct,
perform, react,
respond, role-play
4 Analysis
interpret elements,
organizational
principles, structure,
construction, internal
relationships; quality,
reliability of individual
components
identify constituent parts
and functions of a process
or concept, or de-construct
a methodology or process,
making qualitative
assessment of elements,
relationships, values and
effects; measure
requirements or needs
analyze, break
down, catalogue,
compare, quantify,
measure, test,
examine,
experiment,
relate, graph,
diagram, plot,
extrapolate, value,
divide
5 Synthesis (create/build)
develop new unique
structures, systems,
models, approaches,
ideas; creative
thinking, operations
develop plans or
procedures, design
solutions, integrate
methods, resources, ideas,
parts; create teams or new
approaches, write
protocols or contingencies
develop, plan,
build, create,
design, organize,
revise, formulate,
propose,
establish,
assemble,
integrate, re-

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August 17, 2006
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cognitive domain
behavior
descriptions
and evidence to be
measured
'key words'
(verbs which
describe the
activity to be
trained or
measured at
each level)
arrange, modify
6 Evaluation
assess effectiveness
of whole concepts, in
relation to values,
outputs, efficacy,
viability; critical
thinking, strategic
comparison and
review; judgment
relating to external
criteria
review strategic options or
plans in terms of efficacy,
return on investment or
cost-effectiveness,
practicability; assess
sustainability; perform a
SWOT analysis in relation
to alternatives; produce a
financial justification for a
proposition or venture,
calculate the effects of a
plan or strategy; perform a
detailed and cost risk
analysis with
recommendations and
justifications
review, justify,
assess, present a
case for, defend,
report on,
investigate, direct,
appraise, argue,
project-manage

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August 17, 2006
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Dave's psychomotor domain taxonomy
Dave’s Taxonomy
(psychomotor)
Imitation
Manipulation
Precision
Articulation
Naturalization
psychomotor domain
behavior
descriptions
examples of activity or
demonstration and
evidence to be measured
'key words'
(verbs which
describe the
activity to be
trained or
measured at
each level)
1 Imitation
copy action of another;
observe and replicate
watch teacher or trainer
and repeat action, process
or activity
copy, follow,
replicate, repeat,
adhere
2 Manipulation
reproduce activity from
instruction or memory
carry out task from written
or verbal instruction
re-create, build,
perform, execute,
implement
3 Precision
execute skill reliably,
independent of help
perform a task or activity
with expertise and to high
quality without assistance
or instruction; able to
demonstrate an activity to
demonstrate,
complete, show,
perfect, calibrate,
control,

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August 17, 2006
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psychomotor domain
behavior
descriptions
examples of activity or
demonstration and
'key words'
(verbs which
describe the
activity to be
trained or
measured at
each level)
other learners
4 Articulation
adapt and integrate
expertise to satisfy a
non-standard objective
relate and combine
associated activities to
develop methods to meet
varying, novel
requirements
construct, solve,
combine,
coordinate,
integrate, adapt,
develop,
formulate, modify,
master
5 Naturalization
automated,
unconscious mastery
of activity and related
skills at strategic level
define aim, approach and
strategy for use of activities
to meet strategic need
design, specify,
manage, invent,
project-manage

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Krathwohl's psychomotor domain taxonomy
Krathwohl’s Taxonomy
(affective)
Characterization
by Value Set
Organization
Receiving
Responding
Valuing
affective domain
behavior
descriptions
examples of experience,
or demonstration and
'key words' (verbs
which describe
the activity to be
trained or
measured at each
level)
1 Receive
open to experience,
willing to hear
listen to teacher or trainer,
take interest in session or
learning experience, take
notes, turn up, make time
for learning experience,
participate passively
ask, listen, focus,
attend, take part,
discuss,
acknowledge, hear,
be open to, retain,
follow, concentrate,
read, do, feel
2 Respond
react and participate
actively
participate actively in group
discussion, active
participation in activity,
interest in outcomes,
enthusiasm for action,
question and probe ideas,
suggest interpretation
react, respond,
seek clarification,
interpret, clarify,
provide other
references and
examples,
contribute,
question, present,

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August 17, 2006
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affective domain
behavior
descriptions
examples of experience,
or demonstration and
'key words' (verbs
which describe
the activity to be
trained or
measured at each
level)
cite, become
animated or
excited, help team,
write, perform
3 Value
attach values and
express personal
opinions
decide worth and
relevance of ideas,
experiences; accept or
commit to particular stance
or action
argue, challenge,
debate, refute,
confront, justify,
persuade, criticize,
4
Organize or
Conceptualize values
reconcile internal
conflicts; develop
value system
qualify and quantify
personal views, state
personal position and
reasons, state beliefs
build, develop,
formulate, defend,
modify, relate,
prioritize, reconcile,
contrast, arrange,
compare
5
Internalize or
characterize values
adopt belief system
and philosophy
self-reliant; behave
consistently with personal
value set
act, display,
influence, solve,
practice,

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August 17, 2006
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Professional Competencies, Objectives & Taxonomy
Professional
Competencies
Skills
Objectives TAXONOMY
1 A DLP will be able to develop
ideas in order to address
problems in an effective way.
BLOOM – SYNTHESIS. Creatively or divergently applying
prior knowledge and skills to produce a new or original
whole. Illustrating Verbs: adapts, anticipates, categorizes,
collaborates, combines, communicates, compares, compiles,
composes, contrasts, creates, designs, devises, expresses,
facilitates, formulates, generates, incorporates,
individualizes, initiates, integrates, intervenes, models,
modifies, negotiates, plans, progresses, rearranges,
reconstructs, reinforces, reorganizes, revises, structures,
substitutes, validates.
KRATHWOHL - CHARACTERIZATION BY VALUE OR
VALUE SET. is to act consistently in accordance with the
values he or she has internalized. Examples include: to
revise, to require, to be rated high in the value, to avoid, to
resist, to manage, to resolve.
KRATHWOHL –ORGANIZATION. is to relate the value to
those already held and bring it into a harmonious and
internally consistent philosophy. Examples are: to discuss, to
theorize, to formulate, to balance, to examine.
1.9.10.14 Given a work-related
problem scenario, the DLP
will compose an essay
proposing a solution using a
variety of vocabulary,
including technical jargon in
an appropriate manner.
BLOOM – SYNTHESIS.
BLOOM- KNOWLEDGE. Knowledge is (here) defined as the
remembering (recalling) of appropriate, previously learned
information. Illustrating Verbs: defines, describes,
enumerates, identifies, labels, lists, matches, names, reads,
records, reproduces, selects, states, views.
BLOOM - APPLICATION. The use of previously learned
information in new and concrete situations to solve problems
that have single or best answers. Illustrating Verbs: acts,
administers, articulates, assesses, charts, collects,
computes, constructs, contributes, controls, determines,
develops, discovers, establishes, extends, implements,
includes, informs, instructs, operationalizes, participates,
predicts, prepares, preserves, produces, projects, provides,
relates, reports, shows, solves, teaches, transfers, uses,
utilizes.
BLOOM - EVALUATION. Judging the value of material
based on personal values/opinions, resulting in an end
product, with a given purpose, without real right or wrong
answers. Illustrating Verbs: appraises, compares and
contrasts, concludes, criticizes, critiques, decides, defends,

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August 17, 2006
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Professional
Competencies
Skills
Objectives TAXONOMY
interprets, judges, justifies, reframes, supports.
VALUE SET.
KRATHWOHL – VALUING. is willing to be perceived by
others as valuing certain ideas, materials, or phenomena.
Examples include: to increase measured proficiency in, to
relinquish, to subsidize, to support, to debate.
DAVE – ARTICULATION. - involved an even higher level of
precision. The skills are so well developed that the individual
can modify movement patterns to fit special requirements or
to meet a problem situation. Verbs used: adapt, alter,
change, excel, rearrange, reorganize, revise, surpass,
transcend
DAVE – NATURALIZATION. response is automatic. The
individual begins to experiment, creating new motor acts or
ways of manipulating materials out of understandings,
abilities, and skills developed. One acts "without thinking."
Verbs used: arrange, combine, compose, construct, create,
design, refine, originate, transcend
2 Given a work-related
scenario, the DLP will be
able to identify the relevant
needs to develop an action
plan to address these needs
effectively.
BLOOM - ANALYSIS. The breaking down of informational
meetings into their component parts, examining (and trying
to understand the organizational structure of) such
information to develop divergent conclusions by identifying
motives or causes, making inferences, and/or finding
evidence to support generalizations. Illustrating Verbs:
correlates, diagrams, differentiates, discriminates,
distinguishes, focuses, illustrates, infers, limits, outlines,
points out, prioritizes, recognizes, separates, subdivides
KRATHWOHL – RECEIVING. is being aware of or sensitive
to the existence of certain ideas, material, or phenomena
and being willing to tolerate them. Examples include: to
differentiate, to accept, to listen (for), to respond to.
KRATHWOHL – VALUING.
problem scenario, the DLP
will diagram the thought
process used to solve the
problem in an organized
manner. Ex. Conceptual
maps, organizational
patterns.
BLOOM - ANALYSIS, SYNTHESIS, and EVALUATION.
DAVE – NATURALIZATION.
KRATHWOHL - ORGANIZATION.

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Professional
Competencies
Skills
Objectives TAXONOMY
4.12.13 Given a controversial idea,
the DLP will present a
persuasive argument to
support one’s (his/her)
personal point of view.
BLOOM - SYNTHESIS.
BLOOM - EVALUATION.
VALUE.
problem, the DLP will
propose an innovative
solution through integration
of new information with
current knowledge in
BLOOM - SYNTHESIS.
VALUE.
6.8.11 After reading a selection, a
DLP will be able to
summarize the main ideas
using correct grammar and
spelling in English and
Spanish.
BLOOM- KNOWLEDGE, APPLICATION &
BLOOM - COMPREHENSION. Grasping (understanding)
the meaning of informational materials. Illustrating Verbs:
classifies, cites, converts, describes, discusses, estimates,
explains, generalizes, gives examples, makes sense out of,
paraphrases, restates (in own words), summarizes, traces,
understands.
7 Given a passage in English
or Spanish, a DLP will be
able to reproduce that
passage in the other
language.
BLOOM - APPLICATION.
KRATHWOHL – VALUING.
14 Given a real life case study,
the DLP will explain in one’s
(his/her) own words the
problem that is presented
and how to resolve it in two
different ways, English and
Spanish.
BLOOM - SYNTHESIS & EVALUATION
VALUE.
15 The DLP will work in
cooperative groups to
present a project integrating
technology in an innovative
manner.
BLOOM – SYNTHESIS.
KRATHWOHL – CHARACTERIZATION. Has a value
system that controls their behavior. The behavior is
pervasive, consistent, predictable, and most importantly,
characteristic of the learner. Instructional objectives are
concerned with the student’s general patterns of adjustment
(personal, social, emotional). Examples: Shows self-reliance
when working independently, cooperates in group activities
(displays teamwork). Uses an objective approach in problem
solving. Displays a professional commitment to ethical
practice on a daily basis. Revises judgments and changes
behavior in light of new evidence. Values people for what
they are, not how they look. Keywords: acts, discriminates,
displays, influences, listens, modifies, performs, practices,
proposes, qualifies, questions, revises, solves, verifies.

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Professional
Competencies
Skills
Objectives TAXONOMY
DAVE – NATURALIZATION.
DAVE – MANIPULATION. individual continues to practice a
particular skill or sequence until it becomes habitual and the
action can be performed with some confidence and
proficiency. The response is more complex than at the
previous level, but the learner still isn't "sure of him/herself."
16 Given short dialogues, the
DLP will adequately
paraphrase the content of
what each party states in
English and Spanish.
BLOOM – COMPREHENSION, SYNTHESIS &
EVALUATION.
KRATWOHL –CHARACTERIZATION.
URLS
http://classweb.gmu.edu/ndabbagh/Resources/Resources2/krathstax.htm
http://www.olemiss.edu/depts/educ_school2/docs/stai_manual/manual10.htm
http://www.coun.uvic.ca/learn/program/hndouts/bloom.html
http://www.nwlink.com/~donclark/hrd/bloom.html
www.stedwards.edu/cte/images/bwheel.gif
http://faculty.washington.edu/krumme/guides/bloom.html
www.kcmetro.cc.mo.us/longview/ctac/blooms.htm

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Area Manifestations – DLP Professional Competencies and Objectives aligned with the Area or the
Profession
Sample
Conceptual Skills #5 Synthesis
MDLPs will submit proposals with
innovative solutions such as
charts, diagrams, etc.
in two languages.
BA Management – Synthesis
Given a work-related problem,
the DLP will propose an
innovative solution through
integration of new
information with current
knowledge in
See Page Appendix A in your handout.
Conceptual Skills #1 Generate ideas
A DLP will generate
ideas in order to
solve problems
effectively
After analyzing two
classroom situations- one in
English and one in
Spanish- EDLP will develop
strategies and action plans
in the corresponding language
BA Elementary Education
Generate Ideas
Se Page Appendix A in your handout.
See Appendix A for full list of Area Manifestations

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Dual Language Across the Curriculum
• It needs an advanced certification in SMP
• But more than that it means training ALL facilitators to use specific strategies
• It’s based on our model: Dual Language Discipline Based Immersion Program® & DLP Definition
• It has to be based on the professional competencies, its general areas, objectives, & area
manifestations as created & reviewed by our faculty
How to achieve this in our
courses/modules?
How do we achieve this?
• Modules already include:
– Content objectives (General & Specific)
– Course content description
– Constructivist activities
– Content assessment schemes in both languages
• Modules DO NOT include:
– Dual language professional description
– Language objectives
– Dual language strategies
– Language assessment schemes

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Training we already have…
• We have… (Basic Specialist in Module Preparation)
– Instructional Design
– Constructivism for Dual Language Adult Learning Programs
– Searching & Evaluating Internet Resources
– APA Style Module Model
– Writing Objectives
– Assessment
Additional Training
• We have also created:
– APA Boot Camp
– Assessment
– Learning Styles
– Facilitation Techniques
– Surviving Four Hours
– Technology Integration
– Others
Advanced Specialist in Module Preparation:
– Modeling the Characteristics of the Dual Language Professional
– Dual Language Strategies
• Cognitive Academic Language Learning Approach (CALLA)
• Sheltered Instruction Observation Protocol (SIOP)
– Dual Language Professional Assessment– Include Language skills in every rubric (oral and
written)
• Writing – Six plus 1
• Oral Presentation
• Technology
– Constructivism
– Instructional Design
– Searching & Evaluating Internet Resources
– APA Style Module Model
– Writing Objectives
– Content Assessment
Advanced Certification for all facilitators…
• We suggest an advanced certification (for all), including:
– Am I a Dual Language Professional?
– Dual Language Strategies
• CALLA & SIOP
– Dual Language Professional Assessment – Include Language skills in every rubric (oral and
written)
• Writing – Six plus 1
• Technology
Facilitators have 1 year (till August 2007) to complete this training.

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Module Format will include the following rubrics
• Written Presentation
• Collaboration Presentation
• Technology Usage
• Participation Rubric (already created)
The faculty by majority has decided:
Weighing language vs.
content
• Faculty decided:
– Content Vs. Language
• 70 (content)/30 (language)

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August 17, 2006
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APPENDIX A
Working Document Area Manifestations

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DLP Professional Competencies Objectives and Professional Area
AREA Education (BA)/ ESOL (MA)
Circle one: BA – MA Prepared by: Martha González, Nora Colón, Ivette
Pinzón, Richard Flores, Lynn M. Torres, Margarita
O’Ferral.
Professional
Competencies
Skills
Objectives AREA MANIFESTATION
• The DLP will develop strategies or action plans
after analyzing specific situations in two
languages - English and Spanish.
1.9.10.14 Given a work-related problem
scenario, the DLP will
compose an essay proposing a
solution using a variety of
vocabulary, including technical
jargon in an appropriate
manner.
• The DLP will identify and solve problems of a
specific situation, using specialized educational
terminology appropriately in two languages.
2 Given a work-related scenario,
the DLP will be able to identify
the relevant needs to develop
an action plan to address these
needs effectively.
• The DLP will develop an action plan in two
languages.
3 Given a work-related problem
scenario, the DLP will diagram
the thought process used to
solve the problem in an
organized manner. Ex.
Conceptual maps,
organizational patterns.
• The DLP will be capable of organizing ideas to
solve problems in two languages.
4.12.13o Given a controversial idea, the
DLP will present a persuasive
argument to support one’s
(his/her) personal point of
view.
• The DLP will be able to support his/her point
of view in team meetings, proposals/grants,
and/or LEP meetings in two languages.
• In a meeting with the school principal, the DLP
will prepare and present an improvement
proposal in two languages.
5 Given a work-related problem,
integration of new information
with current knowledge in
• In a meeting with parents, the DLP will solve
students’ academic problems and other issues
in a creative way, and communicate effectively
in two languages.
DLP will be able to summarize
• The DLP will write documents using spelling
and grammar correctly in two languages.

Introduction
August 17, 2006
27
Professional
Competencies
Skills
the main ideas using correct
grammar and spelling in
7 Given a passage in English or
Spanish a DLP will be able to
reproduce that passage in the
other language.
• The DLP will translate books, documentation,
and forms to facilitate information to students
and parents in two languages.
14 Given a real life case study, the
DLP will explain in one’s
problem that is presented and
how to resolve it in two
Spanish.
• Based upon a case study, the DLP will present
solutions in both languages.
• The DLP will be able to solve problems after
administering assessments and analyzing
results in two languages.
cooperative groups to present a
project integrating technology
in an innovative manner.
• The DLP will work with the technology team
cooperatively in order to integrate technology
into instruction.
16 Given short dialogues, the DLP
will adequately paraphrase the
content of what each party
states in English and Spanish.
• The DLP will communicate effectively in
meetings with parents and other teachers.

Introduction
August 17, 2006
28
AREA COUNSELING AND GUIDANCE
Circle one: MA Prepared by: Lorna M. Gardón.
Professional
Competencies
Skills
• The DLP will conceptualize technical stages
and counseling skills in order to develop an
effective supportive process in both languages.
manner.
• The DLP will use appropriate professional
terminology in keeping records and making
reports of Behavioral Observations in both
languages.
needs effectively.
• The DLP will develop Needs Inventories
(behavioral, affective, cognitive, and systemic)
to make an Intervention Plan in both languages.
Conceptual maps,
• The DLP will make counseling goal maps with
sub-goals and specific tasks in both languages.
4.12.13 Given a controversial idea, the
view.
• The DLP will evaluate ethical situations and
apply problem solving skills in both languages.
• The DLP will integrate new counseling models,
e.g., net counseling, as work tools with
different populations in both languages.
• The DLP will analyze and apply concepts and
theoretical proposals in both languages.
• The DLP will administer assessments and

Introduction
August 17, 2006
29
Professional
Competencies
Skills
other language.
analyze results.
• The DLP will be able to manage and respond a
case in two languages effectively (case
management).
Spanish.
• The DLP will be able to observe, evaluate, and
present information for a case referral in both
languages.
• The DLP will be able to implement Facilitation
and Group Management Techniques
effectively.
• The DLP will be able to apply Facilitation and
Leadership techniques in group work.
• The DLP will use Basic Counseling skills
effectively – e.g Paraphrasing is needed to
reflect on feelings in therapy in both languages.

Introduction
August 17, 2006
30
AREA MANAGEMENT
Circle one: BA Prepared by: María Vázquez, Sergio Díaz.
Professional
Competencies
Skills
• MPs will develop ideas in case studies using
management theories, and understand the
process of management.
manner.
• MPs will be able to use business
communication skills to propose solutions to
business problems through critical thinking.
needs effectively.
• MPs will be able to make case presentations
and group presentations using innovative
technology, computer software.
Conceptual maps,
• MPs will use flowcharts and other management
resources (planning, capacity).
view.
• MPs will be able to make presentations on
issues affecting the community such as
environmentalist groups.
• MPs will submit proposals with innovative
solutions such as charts, diagrams, etc. in two
languages.
• MPs should prepare documents and/or submit
managerial projects that show a professional
use of English and Spanish.
• MPs should translate documents from one
language to another – English and Spanish.

Introduction
August 17, 2006
31
Professional
Competencies
Skills
other language.
Spanish.
• MPs must be able to know grammar and
vocabulary of both languages.
• MPs will be able to use group interviews, work
group placement –internal and external.
• MPs must be able to participate and express
his/her ideas orally and in writing with the
correct use of both languages.

Introduction
August 17, 2006
32
AREA MANAGEMENT
Circle one: MA Prepared by: Orlando Portalatín, Luis Burgos.
Professional
Competencies
Skills
• By conducting complex business
environmental analyses, the management
professional (MP) ought to be able to identify
business problems; develop sound strategic
alternatives to solve those problems; and
support those alternatives with facts in both
languages.
manner.
• MPs must be able to articulate business
solutions professionally through technical
reports; strategic thinking and planning in both
needs effectively.
• MPs must be able to conduct analysis and
identify the human and capital resources
needed to design and implement a cost-
effective action plan.
Conceptual maps,
• MPs must be able to gather and analyze
appropriate data to classify and arrange the
information into representative diagrams that
will assist in problem solving.
view.
• MPs must demonstrate leadership and respect
others’ divergent opinions through critical
thinking and analysis. MPs must support the
“differing” opinion with facts and evidence
gathered through research in both languages.
• MPs must identify and apply non-traditional
technologies in both English and Spanish when
providing business solutions.
• MPs must demonstrate appropriate and
professional use of English and/or Spanish in

Introduction
August 17, 2006
33
Professional
Competencies
Skills
business settings.
other language.
• Same as previous.
Spanish.
• MPs must be able to understand, analyze and
synthesize professional issues effectively in
English and Spanish taking into consideration
the audience subject matter expertise.
• MPs will demonstrate his/her leadership
abilities through mutual respect and
contribution of ideas using non-traditional
technologies.
• MPs must be able to function as a liaison with
other professionals in both languages. Their
behavior must be guided by ethical and moral
standards.

Introduction
August 17, 2006
34
AREA ACCOUNTING
Circle one: BA Prepared by: Sandra Martínez, Fidel Távara, Dorie Méndez,
Eduardo Chaparro, Carlos Rodríguez, Carmen Rivera, Karen
McFadyen, Julio Perez.
Professional
Competencies
Skills
• The DLP will be able to write analytical reports
and provide consulting services in both
languages.
manner.
• The DLP will be able to write clear and
accurate reports using specialized technical
jargon in both languages.
needs effectively.
• The DLP will be able to analyze and interpret
financial statements and reports, and to set up
an action plan in both languages.
Conceptual maps,
• The DLP will be able to analyze and interpret
financial statements and reports, and will
prepare a diagram or flow chart to demonstrate
how to solve the problem.
view.
• The DLP will be able to present proposals and
support his/her ideas with facts in both
languages. For example: The DLP accountant
will persuade the Board of Directors members
to change the beginning of the new fiscal year.
• See 2-3.
• The DLP will be able to write annual reports,
financial statements, and audit reports with the
correct use of both languages.

Introduction
August 17, 2006
35
Professional
Competencies
Skills
other language.
• The DLP will be able to translate documents
and forms competitively from one language to
another.
Spanish.
• The DLP will be able to provide positive
alternatives (at least two) to solve a problem in
both languages.
• The DLP will know how to use sophisticated
software and understand the accounting process
in order to prepare a proposal in cooperative
groups.
• The DLP will be able to communicate
effectively in both languages and will be able
to translate a dialogue from one language to
another.

Introduction
August 17, 2006
36
AREA CRIMINAL JUSTICE
Circle one: BA Prepared by: Barbara Richter, Bessie Torres, Jasmin
Suárez, Luis Pastrana, Carmen Figueroa, Luis Zayas.
Professional
Competencies
Skills
• Given an area-related case, the DLP will be
able to identify the main factors affecting the
situation and their relative relevance in both
languages.
manner.
• The DLP will be able to prepare professional
reports that include all technical elements and
present an argument, support it, and come to a
sound conclusion in both languages.
needs effectively.
• The DLP will be able to identify the main
action steps needed to solve a case/case
intervention, and organize those steps in a
logical manner.
Conceptual maps,
view.
• The DLP will be able to define his/her
professional point of view and pros and cons
related to an issue, support it with evidence,
and take into consideration the characteristics
of the target audience in both languages.
• The DLP will demonstrate that s/he has and
maintains updated and current information in
the area through its application in professional
activities in both languages.
• The DLP will prepare written and oral
summaries of work material (reports, case

Introduction
August 17, 2006
37
Professional
Competencies
Skills
studies, resources, etc.).
other language.
• Given a professional passage in one language,
the DLP will provide an accurate translation
that takes into consideration the professional
context.
Spanish.
• The DLP will propose alternative
scenarios/solutions to problems and possible
outcomes based on different theories and/or
strategies in both languages.
• Given a situation that requires group work, the
DLP will be able to propose a way of making
the group work effectively and will integrate
technology into professional activities.
• The DLP will provide an adequate summary of
dialogues in English and Spanish.

Introduction
August 17, 2006
38
AREA SOCIAL SCIENCES (PSYCHOLOGY)
Circle one: BA Prepared by: Jasmin Suárez, Luis Zayas, Carmen
Figueroa, Bessie Torres, Luis Pastrana, Barbara
Richter.
Professional
Competencies
Skills
• The DLP will be able to develop ideas on a
specific situation, problem or case study to be
intervened in both languages.
manner.
• The DLP will be able to write an essay using
the technical vocabulary of this area
appropriately in both languages.
needs effectively.
• The DLP will be able to identify customers’
needs, and develop an action plan (description,
strategies, goals) for an effective intervention
in both languages.
Conceptual maps,
• The DLP will use a wide variety of
organizational strategies to solve problems in
this area in both languages.
view.
• The DLP will be able to present his/her point of
view –verbally or in writing- about a
controversial issue within a team-work scenario
in both languages in a professional way.
• The DLP will keep abreast of the most recent
research and information of his/her area.

Introduction
August 17, 2006
39
Professional
Competencies
Skills
other language.
• The DLP will translate documents from one
language to another appropriately.
Spanish.
• The DLP will be able to explain a problem in
his/her own words, and analyze it using
different theories and/or strategies in both
languages.

Introduction
August 17, 2006
40
AREA TOURISM
Circle one: BA Prepared by: Abigail Ríos
Professional
Competencies
Skills
• In customer service, the DLP will respond
appropriately in order to address and solve
situations, considering the values of culture and
language of the company’s clients in both
languages.
manner.
• The DLP will develop a plan of policies and
procedures through the creation of the
company’s document bank in both languages.
needs effectively.
• The DLP will create, organize, and implement
performance improvement measures.
Conceptual maps,
• The DLP will identify all the components and
select, classify, and explain them in order to
develop diagrams, flow charts, and concept
maps to assist in problem-solving procedures.
view.
• The DLP will consider the fact of cultural
differences among his/her coworkers and will
approach ideas and combine them in order to
recommend solutions with respect and courtesy
in both languages.
• The DLP will analyze and internalize the fact
that the tourism industry is multicultural in
order to propose innovative solutions to create
a balance with the information in both
languages.
• The DLP will demonstrate proper use of both
languages in the hospitality industry with a
mastery of grammar and spelling.

Introduction
August 17, 2006
41
Professional
Competencies
Skills
other language.
• The DLP will be able to translate from one
language to another appropriately.
Spanish.
• The DLP will be able to analyze and evaluate a
field-related problem in both languages.
• The DLP will be able to use and recommend
team-work strategies, creativity, critical
thinking, and technical skills in the hospitality
industry.
• The DLP will be able to establish a dialogue
with somebody else in English or Spanish
coherently and without code switch.

Introduction
August 17, 2006
42
AREA HUMAN RESOURCES
Circle one: MA Prepared by: Agustín Correa
Professional
Competencies
Skills
• The DLP will be able to develop ideas based on
his/her acquired concepts in the various fields
of accounting, marketing, management
information systems, organizational behaviors,
and adapt to both languages.
manner.
• The DLP will be able to write an essay to
address a problem utilizing the appropriate
languages and technical jargon using the
expertise in the field being evaluated and the
proposed solution.
needs effectively.
• Using learned techniques in the subject matter,
the DLP will be able to propose a project which
analyzes and interprets needed outcomes in
both languages.
Conceptual maps,
• The DLP will be able to use the analytical
process to evaluate the problem and thus be
able to provide a well-thought solution using
diagrams and flow charts providing a solution.
view.
• The DLP will be able to use his/her new
knowledge and techniques learned to sell
his/her point of view in a logical and persuasive
manner in both languages.
• The DLP will be able to integrate new ideas to
present his/her solution to a problem this will
be based on his/her work background, new
abilities learned, and his bilingual expertise.
• The DLP will be able to summarize main ideas
based on his acquired skills to read, analyze,
and interpret any subject related to his/her field

Introduction
August 17, 2006
43
Professional
Competencies
Skills
English and Spanish. using correct grammar in English and Spanish.
other language.
• The DLP will be able to translate documents
and forms competitively from one language to
another.
Spanish.
• The DLP will be able to provide positive
alternatives (at least two) to solve a problem in
both languages.
• The DLP will know how to apply specialized
software to present a project in cooperative
groups.
effectively in both languages and will be able to
translate a dialogue from one language to
another

Introduction
August 17, 2006
44
AREA HEALTH MANAGEMENT
Circle one: BA Prepared by: Denismar Medina
Professional
Competencies
Skills
• The DLP will find and utilize current research,
related data, customers’ questionnaires,
organizational surveys, performance
improvement strategies, case analyses, prior
professional experiences to be able to establish
effective alternatives to address problems in
both languages.
manner.
• The DLP will be able to propose a solution
utilizing objective data, technical skills,
performance improvement measures,
professional competencies, and creative ideas
in both languages.
needs effectively.
• The DLP will identify needs through customer
service surveys, data gathering and analysis,
evidence-based practices, critical thinking
skills to address needs effectively in both
languages.
Conceptual maps,
• The DLP will utilize diagrams, flow charts,
concept maps to assist in problem-solving.
view.
• The DLP will be able to utilize organizational
behavior/conflict management skills with
objective evidence to establish personal points
of view in both languages.
• The DLP will be able to apply his/her
knowlwdge to provide new solution and
incorporate new information to help
substantiate the solution in both languages.
• The DLP will demonstrate proper use of both
languages using correct grammar.

Introduction
August 17, 2006
45
Professional
Competencies
Skills
other language.
• The DLP will be able to translate a document
form one language to another.
Spanish.
• The DLP will be able to utilize organizational
behavior/conflict management skills with
objective evidence to provide alternatives (at
least two) to solve the issues in both languages.
• The DLP will utilize team-work strategies,
creativity, critical thinking and technical skills
to present a project.
• The DLP will be fluent and consistent in both
languages.

Introduction
August 17, 2006
46
AREA TECHONOLOGY
Circle one: BA Prepared by: Karina Ledesma, Luz Fonseca, Doel
Salcedo, Victor Santiago, Fernando Wilches, Nelson
Placa.
Professional
Competencies
Skills
• The DLP will demonstrate project management
skills -automation, resource integration- in both
languages.
manner.
• The DLP will be able to deliver proposals to
clients, deliver documentation to
users/programmers, and provide technical
support (customer service) in both languages.
needs effectively.
• The DLP will be able to provide technical
support to users in both languages.
Conceptual maps,
• The DLP will be able to develop an action plan,
front end project analysis, and deliver software
system program through a life cycle plan:
flowcharts, ERDs, data flows.
view.
• The DLP will be able to see the product,
project and ideas, and implement changes in
order to improve the work environment
technology, e.g., automatization.
• The DLP will be keep abreast with the latest
technology, be able to distinguish pros and
cons of technology, and be updated with the
globalization process.
• The DLP will be able to write proposals,
documentation, and action plans in English and
Spanish.
• The DLP will check new technology, continue

Introduction
August 17, 2006
47
Professional
Competencies
Skills
English and Spanish. his/her education, and train coworkers in both
languages.
other language.
• The DLP will be able to set up domestic and
foreign business relationships, and interact in
dual-language proposals.
Spanish.
• The DLP will be able to interact with users,
action plan, design, and proposals in both
languages.
• The DLP will keep abreast with the latest
technology, team work strategies, and
Integrative Project Team (IPT) practices in
both languages.
• The DLP will be able to coordinate within
group members.
• The DLP will interact in project management,
Integrative Project Team, and technical support
in both languages.

Introduction
August 17, 2006
48
AREA ADMINISTRATIVE SECRETARY
Circle one: BA Prepared by: Silquia Velez
Professional
Competencies
Skills
• The DLP will be a proactive professional. S/he
will identify problematic situations in advance
and implement an action plan to prevent
difficulties.
manner.
effectively in both languages (Spanish/English)
orally and in writing.
needs effectively.
• See box 1
Conceptual maps,
• The DLP will establish priorities, and thus,
organize documentation, events, and resources
to execute activities sequentially in both
languages.
view.
• n/a
• Keeping abreast with the latest organizational
procedures, the DLP will be able to implement
new procedures in his/her work site to prevent
problems with the management of information.
• The DLP will be able to summarize a wide
variety of documentation tp be submitted in an
organized and shorter way to the immediate
supervisor.

Introduction
August 17, 2006
49
Professional
Competencies
Skills
other language.
• The DLP will translate documentation from
one language to another considering the context
and content of the passage, and thus, avoiding
literal translation.
Spanish.
• The DLP will be able to understand, analyze,
and suggest solutions to determined problems
in both languages.
• The DLP will be able to integrate technology in
writing letters, updating filing systems, and
improving communication processes within the
company in both languages.
n/a

Introduction
August 17, 2006
50
AREA Marketing
Circle one: BA Prepared by: Prof. Ruben Gonzalez
Professional
Competencies
Skills
The marketing professional will be able to
discuss, develop and analyze business-oriented
situations, formal business presentations
addressing real business issues in both languages
–English and Spanish.
manner.
The marketing professional will be able to write a
marketing plan, action plan, and business plan in
both languages. In addition, she/he will make
power point presentations launching new product
plans orally and in writing in both languages.
needs effectively.
See box above.
Conceptual maps,
The marketing professional will be able to make
an action plan including activity, due date,
responsible individuals, comments (Timetable
Plan); a marketing plan/ and launching plan, and a
public relation plan.
view.
The marketing professional will be able to use
data (statistics), psycho information (behavioral
info), and demographic info (sex, age) to design a
plan that persuades population about a new
product and/or service.
power point presentations, present alternatives,
and design and implement a new action plan in
both languages.
Not applicable
accurate translations of action plans, new product

Introduction
August 17, 2006
51
Professional
Competencies
Skills
other language.
launching plans, and/or marketing plans into any
other language.
Spanish.
The marketing professional will be able to
describe and analyze an actual product life cycle
in both languages.
The marketing professional will be able to work
effectively in group projects, teamwork project,
and make cd and multimedia presentations.
Not applicable.

Introduction
August 17, 2006
52
AREA: Educational Leadership M.S. Prepared by: Karen McFadyen, Ricardo
Ortolaza, Richard Flores, Ivonne González
Circle one: MS
Professional
Competencies
Skills
The DLP will design a strategic plan that
addresses the school management issues in both
languages, English and Spanish.
manner.
The DLP will write a research paper that proposes
a solution to school management problem(s) in
both languages.
needs effectively.
The DLP will design a proposal –in both
languages- that includes an action plan after
identifying needs.
Conceptual maps,
The DLP will use a graphic organizer to elaborate
a solution to a problem in both languages.
view.
The DLP will write and present a persuasive essay
to support one’s personal point of view.
The DLP will design a grant written in both
languages that will propose an innovative solution
to a work-related problem.
The DLP will develop written documents in both
languages that summarize ideas and that
demonstrate effective use of focus, organization,
and support.

Introduction
August 17, 2006
53
Professional
Competencies
Skills
other language.
The DLP will provide written translations of
documents from one language to another.
Spanish.
The DLP will design an expository written
document in both languages that expresses a
problem and their own solutions.
Based on school needs, DLPs will work in groups
to develop a technology plan in both languages.
The DLP will communicate effectively with the
whole learning community in both languages,
both oral and in written.

Introduction
August 17, 2006
54
MOUC Professional Competencies Objectives and Professional Area
AREA: NURSING Prepared by: Profs. Rita Hernández and Evelinda
BSN Camacho
Professional
Competencies
Skills
The DLP will be able to develop a nursing care
plan in all clinical settings to address the patient’s
needs in both languages, English and Spanish.
manner.
The DLP will be able to develop a fair and
equitable nursing working assignment that reflects
the patient –staff ratio considering the level of
acuity and care required by the patients and the
number of staff required to provide the care.
needs effectively.
The DLP will be able to develop a discharge plan
customized to the patient’s needs in both English
and Spanish.
Conceptual maps,
The DLP will be able to develop a tour scheduling
to distribute human resources systematically in
order to meet the patients’ needs.
view.
The DLP will be able to write a Performance
Improvement Plan to support a personal and/or
institutional perspective.
The DLP will be able to apply evidence-based
practice to propose innovative solutions to a work-
related problem.
The DLP will be able to document assessment and
patient care provided utilizing both languages,

Introduction
August 17, 2006
55
Professional
Competencies
Skills
other language.
The DLP will be able to translate patient
education activities from one language to another.
Spanish.
The DLP will be able to document a narrative
written incident report that expresses a problem
and possible solution in both languages.
The DLP will be able to work in a team to present
a project utilizing technology (e.g.: templates, bar
code system, etc) in an innovative manner.
content of what each party state
in English and Spanish.
The DLP will be able to communicate effectively
with the patient/relatives or significant others in
both languages, both orally and in writing.

2006 SAMPLE Handout for Advanced Dual Language Certification

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2006 SAMPLE Handout for Advanced Dual Language Certification