Multilingual research

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  • 1. MULTILINGUAL RESEARCH Ainhoa Agost Salamero Sara Sidro Rodriguez
  • 2. 1.WHAT CAN IT MEAN IN SCHOOL?  See Resources: - Multilingual texts - Listening Center - Internet as Multilingual Resource  Interview speakers of the L1 and speakers of English  Taking notes in English and/or L1  Presenting the research orally or in writing in a particular language/ combination of languages depending on the audience
  • 3. 2.TRANSLANGUAGING 2.1 Create oportunities for bilingual students to conduct multilingual research  Provide bilingual students with multilingual resources: acessing their EBLs to multilingual resources (websites in their L1, resources for listening to L1 text or media, …)  Conduct interviews in the L1 as well as in English: Interview people who have expert knowledge
  • 4. 2.2 Decide what language bilingual students should use to take notes  Bilingual classrooms -Notes in only 1 language: If you have allocated one particular language to writing during the unit. -Notes in English and L1: Helps bilingual students continue to develop their writing ability in both languages
  • 5.  General Education and ESL classrooms -Notes in English: is necessary for students who aren`t literate in the home language, since they are only able to write in English -Notes in English and L1: this provides a way for students to develop their writing ability in both languages.
  • 6. 2.3 Decide what language(s) bilingual students should use to create a written product  Bilingual classrooms -Writing in one language: if you have allocated one particular language to writing during the unit. -Writing in both languages: they can write certain parts of their research in the home language, and other parts in English  General education and ESL classrooms -Writing in english: This means students would translate the ideas from the L1 notes into English. -Writing in a combination of English and L1: To have your EBLs create part of their research project in L1, and another part in English.
  • 7. 2.4 Decide what language(s) bilingual students should use to share their research  Bilingual classrooms -Use a particular language for their sharing -If some of your EBLS have a beginning English proficiency level you have to use the strategies of general education and ESL classrooms  General Education and ESL Classrooms -Use the L1 to orally share what they learned from their research -When sharing, they can include vocabulay words learned in English -Have another student translate into English what the student has shared
  • 8. (For bilingual students with higher English level) -They can teach the class how to say certain key vocabulary words in their L1, based on what they learned from their multilingual research
  • 9. 3.1 IDEAS FOR IMPLEMENTATION ACROSS GRADE LEVELS 3.1 Elementary Grades They research their country (France): -Using information from websites written in French as well as English -Reading books whose texts are in English and others in French -Tooking notes in both languages -Writing their informational essays in French and translating them into English.
  • 10. 3.2 Secondary Grades They have to interview two people in their neighborhood: -Doing the questions in L1, but translated them into english -Tooking notes in either English or their L1, depending on the language spoken by the interviewee -Transcribing the parts of the interview (translating when they need it)