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Linguistic Legos: Building Proficiency by Scaffolding Language
Learning
http://scaffoldingwl.wikispaces.com
Image: Terry Eaton
Cherice Montgomery, Ph.D.Brigham Young University
Who am I?
Images: Lindsey Frost & Dave Catchpole
Image: Teymur Madjderey
Stand if the statement applies to you.
Who are you?
Can Dos
Image: DammitKarissa
I can…1) Identify levels of proficiency.
2) Define and describe scaffolding.
3) Support students in extracting and interpreting information from culturally authentic texts.
4) Support students in exchanging information, ideas, and opinions in the interpersonal mode.
5) Support students in sharing information in the presentational mode.
Image: MissChristie1972
What do we mean by
“proficiency?”
“Proficiency is the ability to use language in real world situations in a spontaneous interaction and non-rehearsed
context and in a manner acceptable and appropriate to native speakers of the language”
(ACTFL Performance Descriptors, p. 4).
Novice: The Parrot
Image: Karen Roe
• Repeats
• Uses memorized/practiced words, phrases, and simple sentences (i.e., lists)
• Addresses only familiar (practiced) topics
• Asks & answers simple questions (with memorized responses)
Intermediate: The Tourist
Image: Ben Sutherland
• Participates in conversations
• Discusses a number of familiar topics
• Uses sentences and strings of sentences
• Asks & answers questions to meet basic needs
Advanced: The Storyteller
Image: David Farquhar
• Narrates
• Describes
• Uses various time frames
• Speaks with ease & confidence
• Handles unexpected complications
Superior: The Diplomat
Image: Simon Q.
• Discusses social and political issues, interests, and special fields of competence in formal and informal settings
• Explains complex matters in detail
• Provides structured arguments and hypotheses
• Participates fully and effectively
Novice Intermediate
Advanced Superior
Length of Output
Words & Phrases
Strings of Sentences(in any order)
Paragraphs(ideas clear,
ordered, sequenced)
Connected Paragraphs
(build logical
argument)Topic Scope (& Variety):
Immediate Personal Needs
Self, Family, & Community
Local or National Current Events
Global or Social
Issues & Personal Expertise
Level of Familiarity:
Personal, Familiar & Informal
Impersonal,Unfamiliar & Formal
Level of Complexity/ Abstraction:
Simple & Concrete
Complex & Abstract
LanguageFUNCTION
S
(What they can do with
language)
Formulaic, memorized responses
(Minimal transfer)
Ask & answer simple
questions
Create w/ lang.
(Recombine & repeat input)
Circumlocute
Compare & contrast
Narrate & Describe (w/
details)
State, support , justify, & defend
opinions
Hypothesize
Shifting Proficiency
Image: Do-Hyun Kim
Shifting Proficiency“Nothing motivates like success!” – Susan
Gross(Encouragement v. Feedback)
Image: Do-Hyun Kim
Image: Terry Eaton
Linguistic
Legos
The Case for Pedagogical Change
Goal of WL Study
Image: Cherice Montgomery
Create with language
in real world
settings for authentic
audiences & purposes
Assumption: Creative Language Use is a
Bottom-up Process
Image: Leo Reynolds
“Beginning learnersneed MORE pieces first!”
Image: Paul Wilkinson
Nouns
VerbsAdjectives
Conjunctions
Adve
rbs
Prepositions
Really? What if learners just need DIFFERENT pieces?
Image: Woodleywonderworks
• Topics: Variety of themes & disciplines; social & political issues• Texts: Formal & informal; multiple perspectives• Tasks: Ask ?s, describe, narrate, state & support opinions,
hypothesize• Talk: Both concrete & abstract concepts; extended discourse• Tools: Strategic & sophisticated negotiation of meaning
Image: ACTFL.org
Content
Authentic Contexts
Critical
ThinkingProficienc
y
What if learners need opportunities to PLAY with the
pieces?
Image: Robert Lowe
What if learners need SUPPORT as they think through the tasks?
Image: Emram Kassim
What is “scaffolding?” (Wood, Bruner, Ross, 1976)
Images: Peter Ong & Andy Steele
Image: Trentretro
Think of scaffolding as a bridge that helps learners cross “the zone of proximal development”
(Vygotsky, 1978).
Vygotsky’s Zone of Proximal DevelopmentImage: The 240/365
“The distance between what the
learner can do alone and what the learner
can do with adult guidance or
collaboration with peers (Vygotsky,
1978)
Image: Phyllis Buchanan
Scaffolding: Supports that make successful task completion possible for learners who do not have the knowledge, confidence, or skills to succeed
autonomously.
Zone of Proximal Development
Image: Jaap Schuddeboom
Scaffolding is NOT…
Image: Peter Caulfield
Whose definition of “proximal”
are we using?
Image: Jimmy Lemon
How Teachers OftenThink About Scaffolding
Image: CMglee
To Scaffold, Teachers Try to “Explain” the Language
Image: Bram
How Learners Think About Scaffolding
Image: Deutsche Welle
The Lego Approach
to Scaffoldin
g
Image: Bill Toenjes
What do you notice about how Lego helps
learners complete a
project?Image: Bill Toenjes
“Bite-sized Chunks of Complexity”
(Spiro, 1991)
Image: Maureen Barlin
Lego & Scaffolding
Image: Bill Toenjes
• Visual →
• Colorful →
• Simple & Sequential →
• Step-by-step →
Access
Attention guided
Autonomy
Ability to perform complex tasks
What do we need to scaffold?Image: Moritz
Interpretive Communicatio
n
Interpersonal Communication Presentational
Communication
Acquiring Information
Sharing Learning
Processing & Applying Informatio
n
Image: Huladancer
Scaffolding Interpretive Inquiry
(Input Inquiry)
Image: Heidi Cody
RETAIL ALPHABET
This image can be viewed at: http://www.heidicody.com/images/art/alphabet/index.new.html
Image: Kristina Alexanderson
Novices don’t know where to look
Scaffold by formatting
• Arrows, Boxes, & Shapes
• Color-coding• Font, Size, Effects• Grouping
How could we scaffold this text?Image: Calamēo
9 CLAVES PARA TRIUNFAR EN UNA ENTREVISTA DE TRABAJO
(Article on job interviews)
This image can be viewed at: http://en.calameo.com/read/00144644103e97b0d74e9
How could we further scaffold this text?
Image: Calamēo
Scaffold by removing
distractions9 CLAVES PARA TRIUNFAR
(With extraneous material on the sides removed)
This image can be viewed at: http://en.calameo.com/read/00144644103e97b0d74e9
Scaffold by limiting the amount of
text
Image: Calamēo
9 CLAVES PARA TRIUNFAR (Cropped to show only one numbered point)
This image can be viewed at: http://en.calameo.com/read/00144644103e97b0d74e9
Scaffold by helping learners notice
patterns
Image: Bole Liu
Source: Liu, Bole. (2004). The Magical Seed. Shin Yi Foundation Publishers. ISBN 9789576429590
Scaffold by guiding attention
Developed by Cherice
Montgomery
Image: Gisela Giardino
Use tools like Prezi to focus attention
Scaffold by attending to genre
Image: Black Zack
“Occurs within a culture ♦ specific social purpose ♦ particular overall organizational
structure ♦ specific linguistic features” (Gibbons, 2015)
Прогноз погоды в Украине на 4 январяImage: Вероятно
Genre helps students predict content
Прогноз погоды в Украине на 4 января(Weather map in Russian)
This image can be viewed at: http://veroyatno.com.ua/wp-content/uploads/2016/01/ukraine-770x433.png
What is this?How do you know?Can you find…
Image: Jason Powers
• The date?• A headline?• A caption?• Any
characters you know?
Can you make predictions based on the pictures?
Genre Helps Us
Predict and Produce
Image: I-Ling Hsu
1) Speed read [for genre]
2) Close read (for main ideas)
3) Critical read (for details)
What are the key characteristics of fairy tales?
Image: Dave Catchpole
Image: David Farquhar
Fairy Tales in the U.S.Once upon a time…
Good v.
Bad
…And they all lived happily ever
after
Events in Threes
Moral Lesson
Repetition
Genre helps us predict
content.
What makes reading in the TL difficult?
Image: Alessia
Unclear
purposeLack of
Prior
Knowledge
Inadequate Genre AwarenessAcademic Language
Cultural Assumption
s & Allusions
Lack Base of
Oral
LanguageThe “Little” Words
No Scaffolding
Lack
Effective
Reading
Strategies
Learners Make Sense of Texts Through the Lens
Their Own Knowledge & Personal Experiences
Image: Rainer Schmidt
What cultural
knowledge is
necessary to
comprehend the
meaning of this text?
Image: Odhios.com
BIENVENDIOS A BOCA CERRADA(Cartoon that is difficult to
comprehend without cultural background knowledge)
This image can be viewed at:
http://www.ohdios.com/
Start with the Student
Activate prior knowledge & experiences
Build conceptual understanding
Connect learners to cultures, content, &
communities to make texts comprehensible & meaningful (schema)
Develop interactive tasks
Engage learners with meaningImage: Musgo Dumlo_Momlo
Interpretive Inquiry
Alasdair Howieson
M.S.
Activate Prior Knowledge
Image: Abcdz2000, Michel Collot, Atif Gulzar,
Alasdair Howieson, Domantas Jankauskas,
Sabine Janssens, Jenny Rollo, Jenny Rollo,
S.M.
Build Conceptual Understanding
. . .and that even if he were to take a whole herd of elephants with him, the herd would not be able to eat up one single baobab (St.
Exupéry, p. 24).
Max Handelsman
Austin Murrey
Connect to Create Schema: Infographics
Image: Alfredo Vela
¿Qué es la amistad? INFOGRAPHIC(Demonstrates how an infographic can be used to
actívate prior knowledge)
This image can be viewed at:
https://infografiasencastellano.files.wordpress.com/2015/06/amistad-infografia.png
Develop
Interactive
TasksInstructions:
1)Listen to the prompt.
2)Find a related word on your table.
3)Be the first to grab the word.
Grab a Word
Images: Nathalie Dulex, Cherice Montgomery, Kal Pat, & Gary Tamin
Article source: Muy Interesante
Scaffold with multiple passes through the text
¿Cuánto peso puede cargar una hormiga? ARTICLE
(Demonstrates how formatting and visual cues can be used to guide learners’ attention and improve
comprehension)
This image can be viewed at:
https://infografiasencastellano.files.wordpress.com/2015/06/amistad-infografia.png
Scaffold with multiple texts on the same topic from multiple perspectives
Photo: Cherice Montgomery
Image: Jorge Roda
Image: Velika Fraisse
Image: Unknown
“La belleza está en todos lados pero no todo el mundo la ve” CONFUCIUS MEME
This image can be viewed at:
http://media-cache-ec0.pinimg.com/236x/d7/ac/70/d7ac70856f6a1851ecba1cae3dab9dd5.jpg
“La belleza comienza con la decision de ser uno mismo” COCO CHANEL MEME
This image can be viewed at:
http://media-cache-ak0.pinimg.com/originals/36/28/07/3628077f3f63e06d633ec360ff790d9a.jpg
Image: Enquique
Clarasó
“El que no lleva la belleza dentro del alma no la encontrará en ninguna parte” ENRIQUE CLARASÓ
MEME
This image can be viewed at:
http://media-cache-ec0.pinimg.com/originals/3b/b5/c8/3bb5c84b1729ac638417eccf49fed11e.jpg
Image: Kevin Aucoin
“No hay maquillaje en el mundo que pueda embellecer un corazón feo” KEVYN AUCOIN MEME
This image can be viewed at:
http://www.pinterest.com/pin/88312842665551426/
Image: El Tren de la Vida
“El tiempo no cambia a las personas…las desenmascara” EL TREN DE LA VIDA MEME
This image can be viewed at:
http://www.pinterest.com/pin/389139224022623198/
Image: Unknown
“Serás todo lo bonita que quieras, pero dime…Si el mundo fuera ciego, A cuanta gente
impresionarías?” MEME
This image can be viewed at:
http://www.pinterest.com/pin/426082814718051707/
Image: Verdadono.net
“Aunque la mona se vista de seda mona se queda” MEME FROM Verdadono.net
(Demonstrates importance of cultural background knowledge and use of images to help students
access meaning more easily)
This image can be viewed at:
http://www.verdadono.net/media/aunque-la-mona-se-vista-de-seda.jpg
Image: Vogue
“Frida Kahlo las apariencias engañan” VOGUE MAGAZINE COVER
This image can be viewed at:
http://www.pinterest.com/pin/491807221777968789/
Image: Soñador
“Para estos casos es mejor ser breve, busca en tu corazón lo que mas ames y llévalo siempre contigo,
la maldad se evapora ante la belleza, piensa en ello” MEME FROM SPANISH-QUOTES ON TUMBLR
This image can be viewed at:
http://www.pinterest.com/pin/89579480058237039/
Image: Unknown
“Con el tiempo, la belleza exterior de una mujer, se esfuma—como la niebla a los primeros rayos del
sol. Pero la belleza del corazón tiene el potencial de perdurar para siempre.” MEME
This image can be viewed at:
http://media-cache-ec0.pinimg.com/originals/5c/5b/f7/5c5bf79bbc3153cb4d7aca87780d681a.jpg
Engage Learners
with Meaning
(Say Something
)Article Excerpt: Elizabeth
Christine Lake (2005)
ABSTRACTDiscussing literature: Text-centered talk during group work and all-class
discussion in an undergraduate Spanish course
This image can be viewed at:
http://conservancy.umn.edu/handle/11299/164536
Say Something: Sentence Stems
• Ask for clarification: – Could you explain…– Does this mean that…?– Is this saying…
• Comment: I think that…• Example: One example of this is…• Experience: A related experience I had was…• Prediction: I think that…will…because…• Question: I wonder
who/what/when/where/why/how… Document: Cherice Montgomery
Learners select items in the text & “attach…”
• Assertions about the text
• Connections to other “texts”
• Descriptions of images or context
• Evidence (pro or con) that supports the text
• Explanations of cultural products, practices, and perspectives
• Opinions about the arguments made in the text
Hyperreading
Image: El informador on Thinglink
ARTICLE FROM EL INFORMADOR
This image can be viewed at:
http://www.informador.com.mx/jalisco/2013/453309/6/diputados-cobran-por-casas-fantasma.htm
ScaffoldingCritical
Reading & TextualAnalysis
Image: Oakdome
Analyzing an Argument
Image: Santiago Moll
Ejemplo de texto argumentativo. Proceso de creación
SCREENSHOT
This image can be viewed at:
http://justificaturespuesta.com/ejemplo-de-texto-argumentativo-proceso-de-creacion
/
". . . the set of words, grammar, and organizational strategies used to describe complex ideas, higher-order thinking processes, and abstract concepts"
(Jeff Zwiers, Building Academic Language, 2008, p. 20).
Academic Language
Image: Laurie Clarcq (2016)
For more information: http://www.embeddedreading.com
Image: Lee LeFever
Academic Language is
a Foundational Component
of High Levels of
Proficiency
Palabras transicionalesAgregar
información
adicionalmente
de igual manera
en cuanto a
en particular
en realidad
especiíficamente
no obstante
por ejemplo
según
también
Comparar
además
así que
de la misma manera del mismo
modo de igual
importancia
igualmente
lo siguiente
por lo general
por otra par
seguidamente
también
Concluir
a fin de cuentas
de lo anterior, se puede concluir que
en conclusión
en fin
en general
en resumen
en síntesis
finalmente
para resumir
por último
Contrastar
a la inversa
a pesar de (que)
al contrario
de otra manera
al mismo tiempo
aún así
aunque
en cambio
en contraste
en tanto que
de otro modo
no obstante
pero
por desgracia
por el contrario
por otro lado
por otra parte
sin embargo
Mostrar un resultado
así que
como consecuencia
como resultado de
de esta manera
de hecho
en cualquier caso
es decir
obviamente
por consiguiente
por ese motivo
por eso
por lo tanto
Ordenar
antes
después de
durante
en primer lugar
entonces
inicialmente
luego
más tarde
para empezarpoco tiempo
despuéspor fin
primero, segundo, terceropronto
próximotan pronto
como
Image: Cherice Montgomery
Lily Bueno4th Grade Portuguese
Dual Language Immersion
How does she
scaffold academic language
?
How does she
scaffold paired work & output?
Image: Sean Dreilinger
Interpersonal Cognitive Processing: Converse to Comprehend Content & Culture
• Communicate complex concepts in simple language• Invite analysis, evaluation, synthesis, and questions• Connect to other texts and personal experiences
Scaffolding
Communication,
Content,
Cognition, &
Collaboration
Image: Daniel Wildman
Actions
Communicati
onDecision
s
12
34
Breakdow
ns
Consistent Routines & Procedures
Image: Chris Martin
Working in Pairs
Forming Groups
Holding Class
Discussions
Tracking Progress
Distributing Materials
Giving Feedbac
k
Give Clear Instructions(Montgomery, 2012)
Image: Dave Pickett
5Numbered
Lines
1 Step
Per Line7-10
Words Per Step
Image: Jimmy Liew
I see, I think, I wonder
Give Clear Instructions:1)Get a proficiency
card.
2)Take out a cell phone.
3)Find a photo on it.
4)Find a partner.
5)Show your photo to your partner.
6)Use your assigned proficiency level to complete in your TL:
I see, I think, I wonder7) Notice language patterns.
Teach Rejoinders
Image: NASA HQ Photo
You’re kidding me!
I didn’t know that!
Really?Oh,
that’s interesti
ng!
Wow!
Image: Jianna Chang
Scaffolding the Task: Sentence Building
Sentence Frame
Image: Cherice Montgomery
Scaffolding the Task: Peer Surveys
Word Bank
Sentence Frames
Sharing Info.
Scaffold Language for…
Image: B.S.K.
Talk (Add,
Clarify, Interrupt)
Talk [Respond
: Rejoinde
rs)
Tools(Instructi
ons, Technolog
y)
Topic(Disciplin
ary Content)
Tasks (Process)
Texts (Academi
c Languag
e)
Story Vocabulary:
• Elf, girl, rich/poor, work/play, fly• Boy, plant, wash, eat, work, sleep, grow
Task Vocabulary for Sequencing:
• Yes/No• Right/Wrong• Before/After• First, Next, Then, After, Finally• Demonstratives (This, That, Those)• Ordinal Numbers Images: Fernando Krahn
& Jan Romero Stevens
Scaffolding: Language for the Task
Brainstorming• Concept Map• Examples• Picture Prompts• Question Prompts• Sentence Starters• Tools
当我们访问中国，我们要 ...
Images: AnswerGarden, Hiboo Hsu, Padlet, Popplet, Shilpin Patel, SXC, Cherice Montgomery, TitanPad
Comparing & Contrasting
Image: Rosa H. Zayas
Image: Teresa Marín
Image: Renee Dooly
Comparing & Contrasting
Image: Danielle Kessie
Comparing & Contrasting
Images: Cherice Montgomery, et. al,
Read, Write, Think
Image: Chad ManisProgressively Develops Proficiency Through
Iterative Interpersonal Communication, Critical Thinking, & Synthesis
Debriefing
Debating: Human Graphing
Images: Cherice Montgomery
Debating: Tricider
Image: Tricider
Predicting
Images: Amazon, L.J. García Sánchez & M.A
. Pacheco
DRAWING BASED ON La niña invisible
This image can be viewed at:
http://www.juntadeandalucia.es/averroes/caidv/interedvisual/la_nina_invisible.htm
Images: Warren Chappell
Retelling
Scaffold Interpersonal Communication to Develop
Academic Language &
Interculturality
Presentational Output:Share Ideas, Information, &
Opinions
Image: Black Zack
Picture Walk (Idea by Heather Van Ohrtman, ID)Images: Nieves Knapp
instruments
singersguitar
money
CDsnoisy
talented
to play guitar
to sing
to payto talk
rich
¡Pásamelo!: La escuela 1) Formen un grupo de cuatro.
2) Escuchen el tema.
3) Escriban una palabra relacionada al tema. O corrijan errores.
los estudiantes, leer, estudiar, la clase
4) Formen una oración de las palabras. Los estudiantes leen y estudian mucho en la clase de inglés. Les gustan las clases de arte y música.
5) Combinen las frases. Los estudiantes leen y estudian mucho en la clase de inglés, pero les gustan las clases de arte y música.
Image: Cherice Montgomery
Build Language Progressively
Foldables
Image: Cherice Montgomery
Image: Foldables
are Wonderful
Scaffolding Process/Sequence
Clone Poetry
(Support Production)
Text: Josefa Murillo (1898)Image: Cherice Montgomery
Text: Josefa Murillo (1898)Image: Cherice Montgomery
Guided Story Choice Web
Image: Krista Happ
Image: Jean-Louis Zimmerman
Scaffold Writing with Concept Maps
Scaffold Writing
GRAPHIC ORGANIZERLos textos argumentativos
This image can be viewed at:
http://image.slidesharecdn.com/3-textos-101118100842-phpapp01/95/textos-informativos-6-638.jpg?cb=1422662422
Image: Secretaria de educación Honduras
Perfo
rman
ce C
riter
iaSc
affol
ding
• Is it simple?
• Does it support progression?
• Is it scaffolded?
How good is it?
Image: Cherice Montgomery
Scaffolding Progressive Development of Language: Rubrics
Image: Cherice Montgomery in The Language Educator
Image: Chris Christian
You broke
my brain!
The Power of Understanding
“In the absence of our clear intention, our willingness to consciously change the settings of the world we are creating, the default culture
is decisive” (Block, 2003, p. 143).Image: Gears Educational Systems
Build scaffolding into your practice like building with Legos…
one piece at a time!
Image: Alexas Fotos
Linguistic Legos: Building Proficiency by Scaffolding Language
Learning
http://scaffoldingwl.wikispaces.com
Image: Terry Eaton
Cherice Montgomery, Ph.D.Brigham Young University
• Linguistic Legos by Cherice Montgomery is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
• To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/4.0/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
Credits• Start with 109• 36 – Retail Alphabet• 38 – 40 – 9 Claves para triunfar• 41 – Chinese slide• 45 – Berportho• 52 – Ohdios• 56 – Vela• 59 – Muy Interesante• 64 – Confucius• 65 – Chanel• 66 – Clarasó• 67 – Aucoin• 68 – El Tren de la Vida• 69 – • 70 – Verdadono.net• 71 – Vogue• 72 – Sonador• 73 – Unknown• 74 – Say Something• 76 – thinglink• 78 – Moll• 97 – Wordless• 101 – Read Write Think Graphic Organizer• 106 – Garcia• 118 - Chile• Abcdz2000. (2009, March 22). Street clock. Stock Xchng. Retrieved
July 6, 2009, from http://www.sxc.hu/photo/1163415 Used under a Stock Xchng standard license. (Photographer notified as a courtesy.)
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• Alessia. (2014, March 18). Lego project. Flickr. Retrieved February 19, 2015, from https://www.flickr.com/photos/60130166@N07/13383206424 Used under a Creative Commons Attribution, No Derivatives License.
• Alexanderson, Kristina. (2011, Sept. 1). The new imperial web solution. Flickr. Retrieved February 19, 2015, from https://www.flickr.com/photos/kalexanderson/6101914287 Used under a Creative Commons Attribution, Non-commercial, No Derivatives License.
• American Council on the Teaching of Foreign Languages. (2012). Proficiency. ACTFL Performance Descriptors for Language Learners. Retrieved September 14, 2016, from https://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf
• AnswerGarden. (2016). AnswerGarden Logo. AnswerGarden. Retrieved June 29, 2016, from http://www.answergarden.ch/
• Aucoin, Kevyn. (n.d.). No hay maquillaje en el mundo que pueda embellecer un corazón feo. Pinterest. Retrieved from http://www.pinterest.com/pin/88312842665551426/
• Barlin, Maureen. (2014, Dec. 17). Hand. Flickr. Retrieved February 16, 2015, from https://www.flickr.com/photos/maureen_barlin/16056020495 Used under a Creative Commons Attribution, Non-commercial, No Derivatives License.
• Вероятно. (2016, Янв 3). Прогноз погоды в Украине на 4 января. Вероятно. Retrieved February 16, 2016, from http://veroyatno.com.ua/news/prognoz-pogody/ Direct link: http://veroyatno.com.ua/wp-content/uploads/2016/01/ukraine-770x433.png
• Block, Peter. (2003). The answer to how is yes. NY: Berrett-Koehler Publishers, p. 143. ISBN 978-1576752715 https://www.amazon.com/Answer-How-Yes-Acting-Matters/dp/1576752712
• Bram. (2007, November 7). Hypo-tech! Flickr. Retrieved March 13, 2015, from https://www.flickr.com/photos/bram/1899479308 Used under a Creative Commons Attribution, Non-commercial, Share Alike License.
• Buchanan, Phyllis. (2008, Jun. 21). Playing with 3 sizes of lego. Flickr. Retrieved February 16, 2015, from https://www.flickr.com/photos/pgautier/2598157781 Used under a Creative Commons Attribution, Non-commercial, Share Alike License.
• Bueno, Lily. (n.d.). Lilybbbracale_1463123995_140. Pinterest. Retrieved November 18, 2016, from https://s-media-cache-ak0.pinimg.com/avatars/lilybbbracale_1463123995_140.jpg Used with permission.
• Calamēo. (2014, Junio). 9 claves para triunfar en una entrevista de trabajo. Calamēo. Retrieved June 26, 2014, from http://en.calameo.com/read/00144644103e97b0d74e9
• Case, Anny & Cherice Montgomery. (2012). Supporting opinions with evidence. Big Ideas in Small Packages.
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