Embed Size (px)
Citation preview
Translanguaging in High School Classrooms: Building Upon Cross-Language Expertise
TESOL International Convention & English Language ExpoMarch 22, 2013Dallas, Texas
PresentersAmanda Kibler, Assistant Professor of English EducationChristine Hardigree, PhD Student in English Education
Ashley Simpson, PhD Student in Reading Education(with assistance from April Salerno, PhD Student in English Education)
The University of Virginia Curry School of EducationCharlottesville, Virginia
1
Overview of the Languages Across Borders (LAB) Program
ProblemELL students face many challenges in U.S. schools not limited to:• Stress of migration & familial separation (Suárez-Orozco, Bang, & Onaga, 2010) • Higher than average poverty levels (Hernández, Denton, & Macartney, 2007)• Complex language demands of school (Schleppegrell, 2004)• Tracking and other social barriers can prevent access to fluent speakers of English (Fu, 1995; Olsen,
2008; Valdés, 2001)
Purpose of the LAB programIn spite of these challenges, research suggests several potential opportunities for schools, which the LAB program sought to facilitate:• Positive language transfer from first to second language (Cummins, 2005)• Positive school-based relationships correlated with improved academic engagement and achievement
(Suárez-Orozco, Pimentel, & Martin, 2009; Suárez-Orozco, Rhodes, & Milburn, 2009)
Languages Across Borders (LAB): Program Overview Two-way dual language program (Torres-Guzmán et al., 2005), which met twice/week for 30
minutes over seven months • Students: 10 English language learners (“ELL”), 10 Spanish language learners (“SLL”), and 3
Spanish and 2 ESOL/English teachers
LAB Conceptual Framework• Challenging deficit paradigms (Gutiérrez & Orellana, 2006; Valencia, 2010) • Collective scaffolding (Brooks & Donato, 1994)• Translanguaging (Baker, 2001, 2003; Blackledge & Creese, 2010; García, 2009; Williams, 1994)
LAB Curriculum Phases• Paired tasks: oral language focus• Paired tasks: literacy focus• Group tasks: bilingual books service learning project
Data Collection• Positive Youth Development and Ethnocultural Empathy Surveys (pre and post)• Language Assessments (STAMP test, English or Spanish)• Audio and video-recordings of all sessions• Fieldnotes from all sessions• Students’ written documents • Student and teacher interviews
Promising Practices• Build upon multilingualism as a resource and source of expertise• Offer multiple venues for structured peer interaction with common, shared goals• Recognize social and linguistic complexity of classroom life• Involve adolescents in opportunities for service-learning
2
Notes
How can educators build on students’ multilingualism in the classroom to encourage second language learning?
Activity How I Could Use/Modify This Questions I Have
Bilingual BookService Project
Conversation Cards
Gist
Podcast Activity
3
Bilingual Books Service ProjectDuring this project, students worked in cooperative groups to plan, draft, and produce bilingual books
for native Spanish-speaking students at a local elementary school. To begin, students engaged in a reading workshop of high-quality bilingual books and created podcasts for the elementary students asking them what types of stories they would be interested in reading. After elementary students responded, LAB students worked in groups to plan and draft their books using an online book creation website, Bookemon. The elementary students were invited to illustrate the books, and the LAB students incorporated these illustrations into online drafts. After students engaged in peer revision, the completed books were published, and the LAB students visited the elementary school to read them aloud to the students.
Sample Book Page:
4
ACTIVITY 1: CONVERSATION CARDS
Format: Station activity for dyadsTime Required: 10 minutes per roundMaterials: “What would you do if…” cards
STUDENT INSTRUCTIONS:
What Would You Do if…
Directions: 1. Draw a card from the stack of “What would you do if…” cards.2. Read the card and discuss your answer with your partner.
¿Qué harías si…?
Instrucciones: 1. Selecciona una tarjeta de “¿Qué harías si…?”2. Lee la tarjeta y habla de tu respuesta con tu compañero.
5
What would you do if…You’re running late for school, but just as you’re about to catch your ride, you see a dog that looks like it was just run over. It’s still alive and whimpering in pain.
What would you do if…A person approaches your car and asks for money for
food.
What would you do if…You broke your friend’s iPod that they worked all
summer to buy. You don’t have any money to pay for a new one, and your parents aren’t going to help you out.
What would you do if…You find out the person you thought was your friend
has been spreading rumors about you.
6
¿Qué harías si...?Estás llegando tarde a la escuela, pero justo cuando
entras al carro, ves un perro que parece que acaba de ser atropellado. Está vivo todavía, pero llorando con
dolor.
¿Qué harías si...?Una persona se acerca a tu carro y te pide dinero para
su comida.
¿Qué harías si...?Rompiste el iPod de tu amigo que él trabajó todo el
verano para comprar. No tienes dinero para comparar uno nuevo, y tus padres no te van a ayudar.
¿Qué harías si...?Te das cuenta que la persona que creías que era tu amigo ha estado esparciendo rumores de ti.
7
ACTIVITY 2: GET THE GIST
Format: Whole-class and paired activityTime Required: 30 minutesMaterials: Articles, computers for pairs with Internet (www.polleverywhere.com), computer projectorSteps:
1. Students read the articles2. Students write 30-word summaries of what they read3. Students text their summaries to polleverywhere.com4. Students vote on/ discuss what the best summaries are and why
STUDENT INSTRUCTIONS:
Contar un Cuento en 30 Palabras:¿Puedes Hacerlo?
Lee este artículo con tu compañero. Si hay palabras o frases que no entienden, puedes:- usar el foto y el título para ayudarles - usar las palabras alrededor de la palabra o frase para ayudarles- decidir si parece como una palabra en español o en inglés que sabes- preguntar a tu compañero
Después de leer, tú y tu compañero van a escribir un resumen que incluye TODO la información importante del artículo. Tienen que usar SOLO 30 palabras.
Para este actividad, el estudiante que habla inglés como primer idioma es la ÚNICA persona que está permitido escribir a maquina el resumen, pero tú y tu compañero tienen que decidir JUNTOS lo que van a escribir. Cuando terminen, sigan las instrucciones del maestro/a.
Tell the Story in 30 Words:Can You Do It?
Read the article with your partner. If there are words or phrases you don’t understand, you can:- use the picture and title to help you - use the words around the word or phrase to help you - decide if it looks like a word in Spanish or another word in English that you know - ask your partner
After you read, you and your partner will write a 30-word summary that includes ALL of the most important information about the article. You must use EXACTLY 30 words.
For this activity, the student who is a native Spanish speaker is the ONLY person who can type the summary, but you and your partner must decide TOGETHER what you are going to write. Once you are finished, follow the teacher’s instructions.
Good luck!
8
Calle 13 pospone concierto por altos costos de boletos: René Pérez y su banda quieren que los productores ofrezcan precios más accesibles3 de noviembre, 2011 - 1:40 PM EDT Calle 13 ha pospuesto una presentación en Argentina hasta que los productores del evento ofrezcan los boletos a menor precio.“Debido al alto precio de los boletos para el show Comodoro sin el consentimiento nuestro, decidimos mover la fecha hasta que bajen los precios”, escribió el líder de la banda, René Pérez, en su Twitter hace unas horas. Luego, continuó publicando una serie de mensajes en los que plantea que “es la única manera en que los promotores nos respeten como artistas y a ustedes como pueblo” y que “viajamos
por tierra para que las cenizas no cancelaran el concierto. Llevábamos 16h de viaje cuando nos enteramos del alto costo de los boletos”. Pérez, quien se mantiene en comunicación constante con sus seguidores en dicha red social, indica en el mensaje más reciente que se disculpa con la gente de Comodoro. “No tenemos problemas con tocar hasta de gratis, pero esto no se puede permitir”, afirmó. La semana pasada, el cantante tuvo una experiencia similar en Uruguay, donde algunos se quejaron por el precio de las entradas. Para entonces, el cantante también usó su Twitter
para defenderse diciendo que “están confundiendo nuestro compromiso social con la realidad de que somos 22 personas viajando. No somos locales”. Una hora después publicó otro mensaje con un punto de vista diferente. “Ya para la próxima, y esto va para los promotores, yo mismo voy a poner los precios. Aunque estos son accesibles, serán más accesibles. A fuego”, indicó.
Kim Kardashian's Gifts Need to Be Returned, Not Donated: Etiquette Expert By Dahvi ShiraThursday November 03, 2011 08:40 AM EDT
Kim Kardashian's heart may be in the right place with her decision to donate money and possibly the wedding gifts after her 72-day marriage – but according to an expert who specializes in etiquette, the Kourtney and Kim Take New York star's choice is "inappropriate."
"The gifts should be returned to the givers if the wedding is dissolved within a short timeframe like hers was," Lizzie Post, author of Emily Post's Etiquette 18th Edition, tells PEOPLE.
"I don't want to come across as saying that charity wouldn't be a great way to handle it. It's just that in that case, you're making a charitable donation on someone else's behalf under your name."
Post, who says Kardashian, 31, now comes off as undeservingly "generous," adds that the reality star will also "get a huge tax write-off for them, because I am sure they are not Target gifts."
Kardashian, who filed for divorce from NBA player Kris Humphries on Monday, says she will donate "the money for all the gifts to the Dream Foundation." But a source close to the couple tells PEOPLE they may still also return the gifts. "They'll figure it out sometime soon," says the source. "They genuinely feel horrible." Adds the source about Kardashian's frame of mind: She's been particularly mortified when considering her wedding's epic scale and "all the hard work, all the people that got involved."
9
ACTIVITY 3: PODCAST ACTIVITY
Format: Whole-class and paired activityTime Required: Three 30-minute sessionsMaterials: Bilingual articles and videos, audio-recorders, computer projector
In this activity, students worked collaboratively in cross-language pairs to create a podcast as part of a multilingual activity integrating skills from a previous standards-based lesson about author's purpose.
In order to engage students' L1 and L2 through multiple communicative modes while reviewing and applying a key literacy skill, students engaged in multiple activities centered on the topic of a current music group, Los Vasquez Sounds. The group consists of precocious young Spanish-speaking singers covering popular singer Adele's hit, "Rolling in the Deep." Because of the border-crossing nature of the group, texts and videos were available in English and Spanish.
First, students read an article in the cross-language dyads about the music group in English and Spanish.
Next, as a whole group, students viewed brief clips of Spanish and English news shows discussing Los Vasquez Sounds. Students discussed what they thought the purposes of the broadcasts were, applying skills from the previous literacy standards-based lesson on author's purpose.
Then, student pairs were given a slip of paper listing one of three specific purposes and a language, either English or Spanish. Students wrote a brief podcast script about the Los Vasquez group according to their assigned purpose and language. After collaboratively drafting and rehearsing their script, students recorded their podcasts.
10
During the next program session, students listened to each pair's podcast and discussed what they thought the purpose of each podcast was.
At the end of the sessions, students wrote reflections about the activity in their "Activities Passport."
11
STUDENT INSTRUCTIONS
Broadcast your purpose!
Directions:
Based on the slip of paper you get, write a short news broadcast with your partner. Your script should meet your purpose and be in the language written on the slip of paper.
Every student should play at least one role, but you may play more than one role if you need extra people.
In your script, you should introduce yourselves, but don’t say your purpose.
By 4:35, you should stop writing your scripts and record. To record, use the recorder at your table. Press Stop before you begin recording, so you can start a new file! Record your script. You may record more than once, but if you want to record a second time, make sure you stop the recorder and start again. DO NOT TRY TO ERASE THE FILES! We’ll use your last recording, unless you tell us otherwise.
The next time we meet, we’ll listen to the broadcasts, and we’ll try to guess each other’s purposes.
¡Informa tus objetivos!
Instrucciones:
Basado en el tipo de papel que recibes, escribirán un pequeño informe noticiero entre los compañeros. Sus papeles deben de corresponder a sus objetivos y estar en el lenguaje designado.
Cada estudiante debe de tener por lo menos un rol, pero pueden ser más de un personaje si necesitan más personas.
En el papel, deben de introducirse, pero sin decir su propósito.
A las 4:35, necesitan parar de escribir y empezar a grabar. Para grabar, usen la grabadora de la mesa. Presionen “parar” antes de empezar a grabar, para que puedan empezar un nuevo archivo. Graben el informe. Pueden grabar mas de una vez, pero si quieren grabar la segunda vez, asegúrense de parar la grabadora y empezar de nuevo. No traten de borrar lo que ya grabaron.
La próxima vez que nos reunimos, vamos a escuchar los informes noticieros
12
