UNIVERSITY OF TEXAS AT ARLINGTONDEPT. OF CURRICULUM AND INSTRUCTIONNEW TEACHER WEBINAR 6Advice for New TeachersSATURDAY, MARCH 29, 2014 11 AM-12 PM, CST

“RESOURCES AND INFORMATION FOR TEACHING MULTILINGUAL LEARNERS” WITH DR. PEGGY SEMINGSON

*Recordings will be available of webinars. No names will be visible in the recordings.

The recording will be available on our YouTube channel: http://www.youtube.com/utanewteachers

These are our opinions and suggestions! The opinions of each of the panelists are their own individual

viewpoints.

Our goal is for you to hear a variety of viewpoints to help support you in your first years of teaching! We have been down the road you are going!

GOALS/GUIDELINES Support Respect Dialogue Sharing

Mission Statement [WORKING] MISSION STATEMENT

Teacher Induction Project: Building Digital Community:

The purpose of the Teacher Induction Project is to begin to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community. The focus is primarily on creating and disseminating open-access resources that support new teachers in their early career stages. The focus will be on digital interactivity and participation around essential topics to new teachers. Monthly webinars present information from UT Arlington faculty as well as prominent national speakers in the field. The blog houses updated tips and advice for new teachers. We also have an ongoing podcast series where UTA Education faculty share advice on topics related to the webinars!   http://blog.uta.edu/utanewteachers/

Recordings are accessible via the blog and dept. Facebook page

Archive of Resources and Social Media:

YouTube: http://www.youtube.com/utanewteachers MixCloud: http://www.mixcloud.com/UTANewTeachers/UTA New Teacher Blog: http://blog.uta.edu/utanewteachers/

Facebook Page: https://www.facebook.com/UTANewTeacherProject

Logistical & technical tips

Ask questions along the way. Main Q/A at the end.

Make a list of “Things to Google” later.Bookmark linksUse chat window often. We will check it throughout it and respond in “real time” .

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Webinar Information Spring, 2014

Saturday, April 19; 11:00 AM Technology ; speaker(s): TBA

UTA New Teachers Bloghttp://blog.uta.edu/utanewteachers/

*We will post webinar recordings here.

Where we are now:Building Digital Community

Thanks for joining us!

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career? Select A-E Voting is optional! We will display the results! The drop down polling area is in the participants window next to the “hand” tool.

I am currently a:

A. Pre-service teacherB. 1st-3rd year teacher & UTA graduateC. 1st-3rd year teacher & non-UTA graduateD. 4th year+ teacherE. Faculty or none of the above

“RESOURCES AND INFORMATION FOR TEACHING MULTILINGUAL LEARNERS” WITH DR. PEGGY SEMINGSON

Mark Conley, The University of Texas at Arlington

BioDr. Peggy Semingson is an Assistant Professor of Curriculum and Instruction at The University of Texas at Arlington where she teaches courses in Literacy Studies. Dr. Semingson has eight years of experience as an elementary classroom teacher and bilingual reading specialist in both Southern California and Texas; in Texas she was a bilingual and ESL teacher for five years. She received her M.Ed. in Reading Education from Texas State University, San Marcos in 2004 and her Ph.D. in Curriculum and Instruction with a specialization in Language and Literacy Studies from The University of Texas at Austin in 2008. Her research interests include social contexts of literacy learning, digital pedagogies, and students who face challenges in reading. She has published in Teachers College Record and other peer-reviewed journals. She was awarded the Jeanne S. Chall Research Grant from Harvard University during 2009-2010 and received the Platinum level--Best Practices Award for Excellence in Distance Learning Teaching from the United States Distance Learning Association in 2013. She was awarded the Regents’ Outstanding Teaching Award by the UT System in 2013.

Learn more about teaching and locating resources to better facilitate learning for students whose native language is not English. Learn how to build on strengths of students! 

Big Ideas Demographic changes Language Acquisition Scaffolding (linguistic, visual, social-collaborative) Building on strengths Locating resources (bilingual books, etc.) Life-long learners: our students and ourselves

About my own background Former bilingual educator “Ser bilingüe es un regalo” Bordertown of San Diego-learned Spanish What I learned from my students and their families

Demographic changes Students learning English are greatly increasing

demographically; students labeled as having limited English proficiency have increased 95 percent from 1991-1992 to 2001-2002 (National Clearinghouse for English Language Acquisition, 2002, as cited in Echevarria, Vogt, & Short, 2004).  

Language Acquisition

Academic EnglishContent objectives vs language objectivesLanguage components: reading, writing, listening, speaking

Scarcella, R. (2003). Academic English: A Conceptual Framework. The University of California Linguistic Minority Research Institute. Technical Report 2003-1.

Today I will mainly focus on… Bilingual books Scaffolding Resources

Dialogue amongst ourselves!

For more information on second language acquisition Center for Applied Linguistics

http://www.cal.org/resources/digest/instructed2ndlang.html

Join their mailing list:

http://www.cal.org/join/index.html

Read the digests:

http://www.cal.org/resources/digest/index.html

Dr. Stephen Krashen’s Website:

http://www.sdkrashen.com/

Resources: YouTube Videos on second language learning; multilingualism; bilingualism; etc

Defining Key Concepts in Language and Literacy Development with Dr. Peggy Semingson and Dr. Jodi Tommerdahlhttp://youtu.be/pu9Sik0-z_A

Use Social Media pages for ongoing learning Colorín Colorado is on Facebook and Twitter

Professional Organizations TESOL NABE (National Association of Bilingual Education) Texas: TABE (Texas Association of Bilingual Education)

What else?

NCTE Position Statement http://www.ncte.org/cee/positions/diverselearnersinee Supporting Linguistically and Culturally Diverse

Learners in English Education

National Council of Teachers of English http://www.ncte.org

Scaffolding (linguistic, visual, social-collaborative)

Handouts and visual aides Word walls Morphemes to unlock linguistic meaning [prefixes, suffixes,

structural analysis]

Examples: Character trait chart from readwritethink.org

Popplet

What else?

Concept Mapping with Digital Tools

http://popplet.com/app/#/601777

Pre-writing; vocabulary development; tool for oral language development; reading comprehension (pre/during/post-reading)

Bilingual Books are for Everyone! In this video I share my favorite bilingual books for teaching.

They focus on the narratives that draw primarily from folklore, biculturalism, and/or the author's own life experiences as an immigrant.

http://youtu.be/7GyThJr4A5U

Provide discussion prompts in English to focus on form of the language Something that surprised me… I am feeling… My connection is…. I liked…. I did not like…. A wondering I have is…. I’m predicting…. This was a picture I had in my mind... I liked/did not like the character,

_____________because…

Building on strengths

Example: the family photography project Spielman, J. (2001). The Family Photography Project: “We

will just read what the pictures tell us.” The Reading Teacher, 54, 762–770.

My own dissertation research with building on this idea.

How could you use these ideas in your own classroom with all students? How would this project benefit students who are learning English?

Funds of Knowledge Moll, L. C. & González, N. (2004) Engaging Life: A Funds of

Knowledge Approach to Multicultural Education. In J. Banks & C. McGee Banks (Eds.), Handbook of research on multicultural education (pp. 699-715), (2nd ed.). San Francisco: Jossey-Bass.

Building on strengths: the power of family (Semingson, 2008)“O.K., Let’s figure it out all together.”

Usually on reading group days, Yolanda comes with a bunch of stories, and she’s so excited and her reading buddy did this and said that, and the stories that she read. She’ll tell us, like, everything happened to her in one day. So we talk for a long time and we discuss things. Like I said, if I’m reading and she comes in and she wants me to read to her, we sit and I read to her...She’ll sit down and do homework. And the reading is usually right before we go to sleep. We’ll lay down. We lay down, and whoever has the reading left-- It’s usually [sister or brother] that had a little bit harder time with a reading problem or something and we’ll sit down and say “O.K., Let’s figure it out all together.”

--Alejandra Benidez, single mother of a second grade student

identified as having challenges in reading

Heart Mapping + technology + multi-modal literacies

Technology tool: Screenchomp (free iPad app). Can do screencasting (audio and video)

For further reading Dworin, J. E. (2006). The Family Stories Project: Using funds

of knowledge for writing. Reading Teacher, 59(6), 510-520. doi:10.1598/RT.59.6.1

I will send a bibliography of recommended reading through the webinar! If it doesn’t come through, email me to receive it: peggys@uta.edu

My own research and writing related to bilingual learners

Semingson, P. (2013). “Saber dos lenguas es saber dos mundos”: Thoughts from a White bilingual educator. In Judith James & Nancy Peterson, (Eds.) White women getting real: Stories of how culturally diverse schools transformed teachers. Sterling, VA: Stylus Publishing. http://stylus.styluspub.com/Books/BookDetail.aspx?productID=238772

Semingson, P. (July, 2013). Poets, artists, and storytellers: Bilingual, bicultural and transnational narratives. Bookbird: A Journal of International Children's Literature. 25% acceptance rate. http://www.ibby.org/index.php?id=1332

Amaro-Jimenez, C., & Semingson, P. (2011, September/October). Tapping into the funds of knowledge of culturally and linguistically diverse students and families. NABE News, 5-8.http://www.nabe.org/files/NN_33n5_sept2011_Nov2011.pdf

Amaro-Jiménez, C. & Semingson, P. (2010)."Sometimes I don't know how to help you but I'll try:" Latina mothers' participation in their children's biliteracy learning in the home", National Journal of Urban Education and Practice. 4(2) 33-48

Locating resources (bilingual books)

Taxonomy of Bilingual Books 1)* Parallel text in two languages 2) Books entirely in the foreign language or native language:

3) Embedded language: 4) Books only available in the second/non-English language.

Source: Ernst-Slavit & Mulhem (2003).

Author study example: Carmen Lomas Garza Drawing on cultural identity Family Can be used for reading and writing instruction Author’s web site can be studied Multi-modal learning

Explore author’s websites Another good one: http://www.patmora.com/

What can we learn? What types of intersections can we examine such as language,

culture, immigration, school, home, family?

What other authors do you know that celebrate being multilingual? What challenges did they face? How can we bring these books into our classrooms? How can we study the author’s own narrative and how can that inspire our students?

A strategy: Experience-Text-Relationship (Au, 1979) Au, K. H. (1979). Using the experience-text-relationship

method with minority children. The Reading Teacher, 32(6), 677-679.

Integrates language and literacy in a holistic approach that is grounded in students'’ background experiences.

Experience EXPERIENCE-Pre-reading:

What will you say to get students to share and discuss their personal experiences and prior/background knowledge prior to reading the text? (this can be done in a written format, for example, in a journal).

 

Text   TEXT- Guiding questions for during reading instruction:   1. 2. 3.

Relationship RELATIONSHIP-Post-reading-How will you help the

students make connections between the text and their own lives?

Publishers/Centers of Multilingual Materials:

Cinco Puntos Press http://www.cincopuntos.com/ Children’s Book Press http://www.childrensbookpress.org/ Bilingual Books for Kids, Inc. http://www.bilingualbooks.com/ Lectorum (Spanish and Bilingual): http://www.lectorum.com/ Raven Tree Press (Spanish/English) http://www.raventreepress.com Arte Público Press http://benito.arte.uh.edu/ Pan Asian Publications http://www.panap.com/ Culture for Kids http://www.cultureforkids.com/ Books Without Borders http://www.bookswithoutborders.com/ MantraLingua Publishing www.mantralingua.com Shen’s Books www.shensbooks.com

More ResourcesGuided Web Tour: Colorín Colorado Let’s look at this website together What resources can you locate? How might you use this? What other similar resources are out there for educators and

families? http://www.colorincolorado.org/

Subscribe to their e-newsletter Check their website often Share it with others

Life-long learners: our students and ourselves

How can we help students and families maintain their language and heritage?

How can we learn more about our students’ linguistic and cultural resources?

Advocacy“How can I be an advocate for my students and their families?”

“How can I learn more about demographic changes?”

“How can I learn more about linguistic and cultural resources in this state?

Type in the chat window

What Can Teachers Do?

Whenever possible, incorporate ideas about the future in lessons.

Difficult to do sometimes with the (over) emphasis on standards and assessments.

Invite community members and business people to come in and talk about their careers and daily lives.

Create instructional contexts for students’ future lives.

What do you think?Optional-type in the chat window!

What information stood out to you from

Dr. Conley and Dr. Semingson’s presentation?

What questions do you have?

“I hope to think more about.…”“I learned….”“I want to know….”

Thanks to everyone for attending!

Recordings are accessible via the blog and dept. Facebook page

Archive of Resources and Social Media:

YouTube: http://www.youtube.com/utanewteachers MixCloud: http://www.mixcloud.com/UTANewTeachers/UTA New Teacher Blog: http://blog.uta.edu/utanewteachers/

Facebook Page: https://www.facebook.com/UTANewTeacherProject

Be part of the knowledge network!

We hope to see you again on the New Teacher Webinar series! Learn more! Become a better teacher. Stay encouraged. Connect with other educators and UTA

Faculty in an informal, low key online setting! Please let others know about our webinar

series and blog!

For questions or comments, email Dr. Semingson peggys@uta.edu