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Strategic use of two languages.final.share withparticipants.webinar.1.22.14(1)
1. Strategic Use of Two
Languages
Webinar -- January 22, 2014
Olivia Mulcahy, Illinois Resource Center
2. Housekeeping
Check speakers
Find raise hand icon
Chat feature
Technical questions
2
Strategic Use of Two Languages, Mulcahy, IRC,
2014
3. Strategic Use of Two Languages
plan what language should be used for what
purpose so as to reach deeper levels of academic
language.
identify when the bridge (explicit teaching for
transfer) between two languages should occur
explore how to create bilingual units of study
using the strategic, rather than random use of
Spanish and English.
3
Strategic Use of Two Languages, Mulcahy, IRC,
2014
4. Pause to…
Reflect
Weigh in on a
poll
In what type of
instructional
setting do you
work?
Share an Insight
Pose a Question
4
Strategic Use of Two
Languages, Mulcahy, IRC, 2014
5. Analyze: Bilingual programs’ linguistic goals
and variety of intended/actual learners
EDUCATION OF LANGUAGE LEARNERS
MODE
MODEL
PROGRAMS
BILINGUAL
Two-Way Immersion
One-Way Immersion
DUAL
(Developmental Bilingual
LANGUAGE
Education)
One-Way Immersion
(World Language
Immersion)
BILINGUAL
5
Transitional Bilingual
Education (TBE)
Strategic Use of Two Languages, Mulcahy, IRC,
2014
STUDENTS SERVED
LINGUISTIC
PROGRAM
GOAL
6. Analyze: Monolingual programs’ linguistic
goals and variety of intended/actual learners
EDUCATION OF LANGUAGE LEARNERS
MONOLIGUAL
MODE
6
MODEL
PROGRAMS
ENGLISH AS
Transitional Program of
A SECOND
Instruction (TPI)
LANGUAGE*
WORLD
LANGUAGE
World Language
FLES or FLEX
GENERAL
EDUCATION
General Program of
Instruction
(For ELLs, English “submersion”)
Strategic Use of Two Languages, Mulcahy, IRC,
2014
STUDENTS SERVED
LINGUISTIC
PROGRAM
GOAL
7. Pause to…
Reflect
Weigh in on a poll
Share an Insight
What relevance
7
does the
conversation
about strategic
use of two
languages have
in monolingual
programs?
Strategic Use of Two Languages, Mulcahy, IRC,
Pose a Question
2014
8. Elements of Programs for ELLs
TPI
TBE
• ESL
• Scaffolded
Content in
English
• History and
Culture of US
and Home
Country
• LOTE*
Supports
8
DL
• ESL
• Scaffolded
Content in
English
• History and
Culture of US
and Home
Country
• (Scaffolded)
Content in
LOTE
• LOTE
development
Strategic Use of Two Languages, Mulcahy, IRC,*LOTE=
English
2014
• ESL
• Scaffolded
Content in
English
• History and
Culture of US
and Home
Country
• (Scaffolded)
Content in
LOTE
• Robust LOTE
Development
toward
balanced
biliteracy
Language Other Than
9. Programmatic support of bilingualism
and biliteracy
TPI
9
TBE
Strategic Use of Two Languages, Mulcahy, IRC,
2014
DL
11. Pause to…
Reflect
What beliefs
about language
and language
learners ground
you and guide
you?
Weigh in on a poll
Share an Insight
Pose a Question
11
Strategic Use of Two
Languages, Mulcahy, IRC, 2014
12. Challenging Common Myths About
Young English Language Learners
By Linda M. Espinosa,
Foundation for Child Development,
Policy Brief, Advancing PK-3, January, 2008
http://fcdus.org/sites/default/files/MythsOfTeachingELLsEsp
inosa.pdf
Strategic Use of Two Languages; IRC, Mulcahy,
2014
13. Conclusions: Bilingualism
1.
All young children are
capable of learning two
languages. Becoming
bilingual has long-term
cognitive, academic, social,
cultural, and economic
benefits. Bilingualism is an
asset.
- Espinosa,
2008
Strategic Use of Two Languages; IRC, Mulcahy,
2014
14. Conclusions: Home language
2.
Young ELL students require
systematic support for the continued
development of their home
language.
3.
Loss of the home language has
potential negative long-term
consequences for the DLL child’s
academic, social, and emotional
development, as well as for the
family dynamics.
Strategic Use of Two Languages IRC, Mulcahy,
2014
- Espinosa, 2008
15. Conclusions: Programs
4.
Teachers and programs can
adopt effective strategies to
support home language
development even when the
teachers are monolingual
English speakers.
5.
Dual language programs are
an effective approach to
improving academic
achievement for ELL children
while also providing benefits
Strategic Use of Two Languages; IRC, Mulcahy,
to native English speakers.
2014
-
16. Conclusions: Parents
Hispanic Spanish-speaking
children enter Kindergarten
with many social strengths
that are the result of positive
parenting practices that need
to be acknowledged and
enhanced.
7. Hispanic parents value highquality early education and
will enroll their young
children if programs are
affordable and accessible.
Strategic Use of Two Languages; IRC, Mulcahy,
6.
2014
- Espinosa, 2008
17. Benefits of being bilingual
Cognitive
Academic
Social / Cultural
Economic
Strategic Use of Two Languages; IRC, Mulcahy,
2014
18. Bilingualism in the Mainstream Media
How the Brain Benefits from
Being Bilingual (Time, 2013)
New Study
Shows Brain
Benefits of
Bilingualism
(NPR, 2013)
18
Strategic Use of Two Languages, Mulcahy, IRC,
2014
Why Bilinguals are
Smarter (The New York
Times, 2012)
19. Pause to…
Reflect
Weigh in on a
poll
Share an Insight
What is
resonating for
you?
Pose a Question
19
Strategic Use of Two Languages, Mulcahy, IRC,
2014
20. Strategic use of two languages
Knowing our students
Planning for language use
Integrating literacy and content-area
20
instruction
Beginning with concrete activity
Moving from concrete to abstract
Reading and writing comprehensible
text
Making cross-linguistic connections
through the bridge
Strategic Use of Two Languages, Mulcahy, IRC,
2014
• Beeman and Urow, 2013
21. Knowing our students and their assets
Language
Background
Culture
Learner Profile
Other Demo.
Strategic Use of Two Languages;
IRC, Mulcahy, 2014
•Home (Native/Heritage) Language(s)
•Preferred Language(s) for Different Purposes
•Stage of English Development
•Stage of Home (Native/Heritage) Language
Development
•Country of Origin/Heritage
•Immigrant or U.S. Born
•Length of Time in U.S.
•Socio-Political Context (Refugee/Asylee?)
•Ethnic Culture
•Family Culture
•Religion
•Level of Acculturation to U.S.
•Formal Education Experience
•Learning Style
•Communication Style
•Aptitudes and Abilities
•Personality and Interests
•Race/Ethnicity
•Age
•Socio-Economic Status
•Gender Identity
•Sexual Identity
22. Planning for Language Use
Programmatically (grade
levels, vertical alignment)
Instructionally (classroom
level, differentiated by
language development)
Teachers’ use of Language in
the classroom
Students’ use of Language in
the classroom
22
Strategic Use of Two Languages, Mulcahy, IRC,
2014
23. WIDA ELD Standards: 2012
Amplification
Language Learners and Language Learning;
IRC, Mulcahy, 2014
24. WIDA Spanish Language
Development Standards
Standard
Abbreviation
Spanish Language
Development
Standard 1
Emergent bilinguals communicate for Social and Instructional purposes
within the school setting
Social and Instructional
Language
Spanish Language
Development
Standard 2
Emergent bilinguals communicate information, ideas and concepts
necessary for academic success in the content area of Language Arts
The language of
Language Arts
Spanish Language
Development
Standard 3
Emergent bilinguals communicate information, ideas and concepts
necessary for academic success in the content area of Mathematics
The language of
Mathematics
Spanish Language
Development
Standard 4
Emergent bilinguals communicate information, ideas and concepts
necessary for academic success in the content area of Science
The language of Science
Spanish Language
Development
Standard 5
Emergent bilinguals communicate information, ideas and concepts
necessary for academic success in the content area of Social Studies
The language of Social
Studies
http://www.wida.us/standards/sld.aspx
24
Strategic Use of Two Languages, Mulcahy, IRC,
2014
25. WIDA Spanish Language Arts
Standards
1. READING AND LITERATURE: Read and respond to literature and other writings representative of Spanishspeaking societies.
Rationale: Reading is essential. It is the process by which people gain information and ideas from books, newspapers, manuals, letters, contracts,
advertisements, and numerous other materials. Using strategies for constructing meaning before, during and after reading wil l help students connect what
they read now with what they have learned in the past. Students who read well and widely build a strong foundation for learning in all areas of life.
A. Apply reading strategies to improve understanding of Spanish printed text
EARLY ELEMENTARY
LATE ELEMENTARY
1.A.1a Demonstrate understanding of
concepts of print (e.g. parts of a book,
title, author, left-right tracking, topbottom).
1.A.1b Apply word analysis skills,
(e.g., Spanish phonics including
phonemic awareness, letter-sound
correspondence, spelling patterns,
syllabification, diphthongs, syllable
juncture, accent marks, diérisis, and
tildes) to decode new words.
1.A.2a Identify and use organizational
features of texts, such as headings,
paragraphs, and format, to improve
understanding.
1.A.2b Apply word analysis skills to
decode and comprehend unfamiliar
words.
25
MIDDLE/JUNIOR HIGH SCHOOL
1.A.3b Apply knowledge of word
origins and derivations, including
cognates, to comprehend words used
in specific content areas (e.g.,
scientific, political, literary,
mathematical).
Strategic Use of Two Languages, Mulcahy, IRC,
2014
HIGH SCHOOL
1.A.4b Identify and analyze Spanish word
origins and derivations and use idioms,
analogies, metaphors and similes to extend
vocabulary development.
26. Pause to…
Reflect
Weigh in on a poll
Do you reference
26
WIDA standards
regularly in your
planning and
formative
assessment?
Share an Insight
Pose Two Languages, Mulcahy, IRC,
a Question
Strategic Use of
2014
27. Program Design Considerations
Content Allocation
How is content organized within and across the
curricula?
How much time is needed for each subject area?
Language Allocation
What (subject areas, units, lessons) will be taught in
English, in the LOTE? – Across the grades?
TBE – planned at program level, ultimately determined
closer to the individual student level
DL – determined at the program level
Resource Allocation
Staff
Materials
Supports (TPI – supports in the LOTE?)
27
Strategic Use of Two Languages, Mulcahy, IRC,
2014
28. FAQs on Language Use
How long do they need native language
instruction?
How can I support LOTE development if I don’t
speak it myself?
Is Code-switching ok?
28
Strategic Use of Two Languages, Mulcahy, IRC,
2014
29. How much NL do they need?
Depends on how we define “College and Career Ready”
Not surprisingly, "the need to understand
other cultures and languages" was
identified by Daniel Yankelovich as one
of five imperative needs to which higher
education must respond in the next ten
years if it is to remain relevant. "Our
whole culture," Yankelovich says, "must
become less ethnocentric, less
patronizing, less ignorant of others, less
Manichaean in judging other cultures,
and more at home with the rest of the
world. Higher education can do a lot to
meet that important challenge.”
30. Ideas for LOTE use in the
“monolingual” classroom:
LOTE versions of text books available for
30
reference
Lending library of trade books in the LOTE
Native language tutors
Guest speakers/readers of LOTE
Time/space for students to discuss, respond,
brainstorm with each other in LOTE
Students draft essays in their native language
(Danling Fu)
Student partners create co-authored bilingual
books (Jim Cummins)
Partnering with ethnic/cultural orgs that provide
Strategic Use of Two Languages, Mulcahy, IRC,
2014
“Saturday school” to coordinate themes/share
31. Pause to…
Reflect
Weigh in on a
poll
Share an Insight
What are your
thoughts on
code-switching?
Pose a Question
31
Strategic Use of Two Languages, Mulcahy, IRC,
2014
32. A rule of thumb on Codeswitching
Code-switching is
normal for bilingual
learners and is to be
expected, but the
mixing of languages by
the teacher in an
academic setting
poses problems.
(Beeman and Urow,
2013)
32
Strategic Use of Two Languages, Mulcahy, IRC,
2014
33. Beginning a biliteracy unit
Unit begins in one language
33
(LOTE) – stays in this
language until the Bridge
Builds on students linguistic
and cultural assets
Engaging, multimodal,
experiential
Highly comprehensible,
concrete activity
Focus on developing academic
oracy and background
Strategic Use of Two Languages, Mulcahy, IRC,
knowledge
2014
• Beeman and Urow,
34. Moving from Concrete to
Abstract…
“[The teacher] knows that because of the great variety of
linguistic, cultural, and academic backgrounds that her
students bring to class, she must start with a highly
comprehensible, concrete activity in order to create a
comprehensible context for reading and writing.”
• Beeman and Urow, 2013
…Reading and Writing
Comprehensible Text
“The [Language Experience Approach] LEA takes advantage
of a highly comprehensible activity students have
participated in together and models how oral language is
connected to written language.”
Beeman and Urow, 2013
34
Strategic Use of Two Languages, Mulcahy, IRC,
2014
35. Biliteracy Unit Framework: 3
Premises
Begins in Spanish (LOTE)
and sets aside time
specifically for Spanish
(LOTE)
Includes a planned time for
teaching about the
connection between the
two languages – the Bridge
Supports the teaching of
elements unique to each
language
35
• Beeman and Urow,
Strategic Use of Two Languages, Mulcahy, IRC,
2013
2014
36. An Effective
Biliteracy Unit Framework
Tackles the issue of allocation of time and
36
resources
Provides a structure for planning for the strategic
use of Spanish [LOTE] and English
Includes activities and strategies that reflect the
distinct linguistic and cultural rules of Spanish
[LOTE] and English
Includes strategies for transferring skills and
understanding between languages
Integrates instruction in literacy skills with
meaningful content
Strategic Use of Two Languages, Mulcahy, and
• Beeman IRC,
2014
Urow, 2013
37. What is the Bridge?
A time and space for
facilitating
cross-linguistic transfer and
for developing metalinguistic
awareness
• Spanish
BRIDGE
• Spanish
• English
Heavy Lift
37
Strategic Use of Two Languages, Mulcahy, IRC,
2014
• English
Extension
38. Bridging and the Bridge
“The Bridge is a part of a unit
that has been planned and
organized by the teacher.
Bridging, or
translanguaging, however, is
more flexible and spontaneous
than the Bridge and need not
involve the teacher. Bridging
occurs during the Bridge and
whenever students and
teachers make connections
between the two languages.”
38
• Beeman IRC,
Strategic Use of Two Languages, Mulcahy, and
2014
Urow, 2013
39. Pause to…
Reflect
Weigh in on a
poll
Share an Insight
How have you
facilitated
bridging?
Pose a Question
39
Strategic Use of Two Languages, Mulcahy, IRC,
2014
40. What happens during the Bridge?
Teacher guides students to
Explore similarities and differences between
the two languages (contrastive analysis)
Transfer what students have learned in/about
one language to the other
Connect content area knowledge and skills
learned in one language to the other language
• Beeman and Urow, 2013
40
Strategic Use of Two
Languages, Mulcahy, IRC, 2014
41. What can it look like?
Cognate studies
Partnering to summarize/review key concepts
41
learned in the LOTE and identify their labels in
English
Creating anchor charts to show similarities
and differences between some aspect of the
two languages
Students applying/creating Total Physical
Response gestures to vocabulary in both
languages
Strategic Use of Two Languages, Mulcahy, IRC,
Interactive discussions of how phrasing in
2014
42. Units in Context
• Spanish
BRIDGE
• Spanish
• English
• English
Heavy Lift
Extension
Theme
• English
Heavy Lift
42
Strategic Use of Two
Languages, Mulcahy, IRC, 2014
• Big Ideas
• Crossdisciplinary
Connections
BRIDGE
• Spanish
• English
• Spanish
Extension
43. Eg. DL program
Language Allocation:
Social Studies in Spanish; Science in English
Social Studies Unit 1
•Spanish
Heavy Lift
BRIDGE
•Spanish
•English
Social Studies Unit 2
•English
Extension
Theme
•English
Heavy Lift
43
•Spanish
Heavy Lift
•Big Ideas
•Cross-disciplinary
Connections
BRIDGE
•Spanish
•English
BRIDGE
•Spanish
•English
•English
Extension
Theme
•Spanish
Extension
Science Unit 1
Strategic Use of Two Languages, Mulcahy, IRC,
2014
•English
•Big Ideas
•Cross-disciplinary
Connections
BRIDGE
•Spanish
•English
Heavy Lift
Science Unit 2
•Spanish
Extension
44. Pause to…
Reflect
Weigh in on a poll
Share an Insight
An ah-ha!
moment
Pose a Question
44
Strategic Use of Two Languages, Mulcahy, IRC,
2014
45. Check these out…
Teaching for Biliteracy; Strengthening
Bridges Between Languages, Beeman
and Urow, 2013
The Difficult Road for Long-Term English
Learners, Kate Menken and Tatyana
Kleyn, 2009
Writing Between Languages, Danling
45
Strategic Use of Two Languages, Mulcahy, IRC,
2014
Fu, 2009
Wide view: Programmatic overviewBeliefs about language learnersNarrow in on strategic use of two languages in classroom practice and planning
a) if you are mostly working within a bilingual scenario (TBE or DL)b) if you are mostly working within a monolingual scenario (work with ELLs in TPI or General Ed setting)c) both
Smiley faces: pink=native speakers of LOTE/identified as ELLsBlue=native speakers of English/not identified as ELLNote in the “students served” column, the students for whom the programs are traditionally designed are represented on the left of the dotted line, while all other students who may be actually served are included to the right.Color: deeper color denotes deeper level of language proficiency. Note: recognizes the language development of native English speakers in their first language (ie. Everyone is engaged in language development, not just ELLs)
Smiley faces: pink=native speakers of LOTE/identified as ELLsBlue=native speakers of English/not identified as ELLNote in the “students served” column, the students for whom the programs are traditionally designed are represented on the left of the dotted line, while all other students who may be actually served are included to the right.Color: deeper color denotes deeper level of language proficiency. Note: recognizes the language development of native English speakers in their first language (ie. Everyone is engaged in language development, not just ELLs)Note that ESL can refer to a model/approach to entire program, but is an essential component to all other programs, including DL and TBE.Ask yourself – what relevance does the conversation about strategic use of two languages have in monolingual programs?
Add your thoughts to the chat:what relevance does the conversation about strategic use of two languages have in monolingual programs? (mostly asking about ELLs in general ed and TPI programs)
Look at these side by side to note basic elements of each.TPI and TBE mandated in ILDL is recognized as meeting the mandates of TBE – but goes above and beyond requirementsLOTE should be scaffolded – in TBE more likely for the variety of native language development among ELLs, in DL additionally scaffolded with the non-ELL students in mind.
The more robust the TPI program in terms of leveraging students’ use of their native language and providing NL supports, the more it resembles TBE…the more robust (closer to developmental program) the TBE, the more it resembles DL.
Thinking about program design – how are staff, schedules, resources allocated to accomplish the various elements of the program? (Column headings reflect input districts must report in their SIS.)How will these choices help or hinder strategic use of two languages?How can strategic use of two languages be maximized based on the structures? (e.g. if scaffolded content in English is taking place in a departmentalized context, how must content area teachers communicate and collaborate to ensure consistent practices in use of LOTE?)Whenis language the goal and when is language the means toward the goal?Administrators need to work with teachers so they have input on how to design programs and allocate resources so that teachers can thoughtfully implement each component as robustly as possible within their scenario (TPI, TBE, DL)
Must regularly check our own beliefs – these are the lens through which we should ultimately make programmatic and instructional decisions. Too often we are pressured to make these decisions through a pragmatic lens.Need to share these with colleagues to build common vision – toward collaborative decision making and consistency across the program.
Digestible read for participants to use in own PD/study groups/staff meetings. Available online. Most applicable to all ELLs, though some myths focus on Latino ELLs (majority language group among ELLs in IL).
If there will be no text based discussion of article, can quickly review the highlights/conclusions in the whole group.
Espinosa’s conclusions about parents are not directly relevant to this presentation but take the opportunity to note:Linguistic and cultural assets of parents can enhance strategic use of language in classroom – can be engaged as partners to give input on culture (e.g. share traditions from their culture), provide language models (e.g. do a read aloud in NL), and engaging them is critical to supporting teacher’s approach at home. Parents can support strategic use of two languages in any kind of program - from TPI to DL.
If we agree that bilingualism is a worthy goal, we must build programs that nurture it as much as possible. For EVERY child to have access and opportunities to add a language, not just learn a second language (English) at the expense of their LOTE.
Note: benefits of bilingualism have gotten growing attention in the mainstream media. But how much attention is there to the distinction – bilingualism for whom? For native English speakers? For ELLs?
Big ideas from Chapter 4 of Teaching for Biliteracy. Following slides follow this progression.
Some important points to highlight on this slide:ELLs are not a monolithic group – they represent a wide spectrum of diversity across many dimensionsWe have to challenge our assumptions about which of these variables “go together” – e.g. while it is common for refugees to have significantly interrupted schooling, some refugees may be highly educated and on grade level in their native language. OR, while a newcomer may be identified as an ELL, they may not be at the earliest stages of English Language Development because they had the opportunity to learn English in their country of origin. ORNot all ELLs are immigrants. LANGUAGEWhether we label them by their language “deficit” (e.g. LEP) or more positively by their learning process (ELL), we are defining them first by their language – but we need to look at all aspects of diversityWhat is spoken in their home may not be the language they prefer to use (in some or all contexts) – the language listed on the HLS may not be the language with which they identify…Home language (language spoken in the home) may not be their “native” or first language but a heritage languageWhat ELLs demonstrate in social language may be at a different level from their academic language (in either English or their home language)Parents may have different levels of language development than student in either/both languagesBACKGROUNDELLs can range from Newcomer to 2nd, 3rd, 4th generationELLs can range from very Unfamiliar/Resistant to US culture to very well acclimated/embraces US culture The immigration experience (for ELLs or for their parents, grandparents) is not the same for all (e.g. some immigrate by choice, some for economic necessity, some for political necessity/fear)CULTUREMay be different ethnic cultures among ELLs of from the same country of origin/heritage. (Also culture may vary across geographic areas of one country)LEARNER PROFILEELLs can have a range of Cognitive, Behavioral, Physical GIFTS or disabilities – we can often conflate or confuse linguistic or cultural attributes with their range of other abilitiesRange from Interrupted Formal Education to having grade level academics in home country/native languageOTHER DEMOGRAPHICSThis and all of the other variables apply to all students in some way. Some are more of a stretch and less of immediate use to teachers to know about their students (e.g. we ALL have at least one country of origin/heritage if we go back far enough in the generations, and we either have lost or maintained some level of the language of our ancestors) but all kids have language and culture and background and a unique learner profile…
2012 – Common Core connections embedded
New! Followsformat of WIDA ELD standards, but tailored to specific nature of SpanishSLD standards look at lang development across content and throughout day - Distinct from Spanish Language Arts Standards (content area paradigm)
Distinct from new WIDA SLD standards. Use these to inform Spanish Language Arts planning (content area paradigm)
Raise your hand if you reference WIDA standards regularly in your planning and formative assessment
Planning instructionally and planning programmatically go hand in hand.Program designers (ideally administrators and teachers --- and parents and students) have to think through the necessary conditions (staff, materials, supports, schedules, etc.) to make effective and strategic use of two languages possible.
Before we get into biliteracy unit structure, address some more general questions that are often hot topics in language use.
If LOTE is only seen as a tool to provide ELLs with access to content until they can survive content instruction in English…that’s one storyIf development of LOTE is recognized as a benefit in and of itself (and to the development of literacy in English), done both through content and explicit NL development, that is another.
Teachers, no matter how fluent, need to prepare for teaching in the LOTE to make sure they have the vocabulary and essential language for the teaching of a particular unit without code-switching.Teachers must also anticipate how they will respond to students when they code-switch in different contexts.Instruction in LOTE – student response in English or mix of Eng and LOTE – teacher response must be guided by understanding why the student has code-switched.
Here Idefer to LOTE as language of heavy lifting – raise its status and ensure ample time allocated to it. But note that it can go either way.TPR – leads them into a new concept through experience and examples
LEA is a great practice and highlights how we may need to undertake big shifts from how we traditionally approach language arts – here we are starting with Doing and Writing, vs a more traditional Listening and Reading (before Writing).
[LOTE] is added by me (not in orginal text).
Double helix analogy – Bilinguals are not 2 parallel monolinguals within the same brain - we are double helix of language usersA biliteracy curriculum mirrors the double helix.
Bridging happens – bilinguals do it anyway - but when teachers are intentional about facilitating it (plan for the Bridge), it is much more powerful.
Note that it goes two ways. LOTE to English and English to LOTE.
Not an exhaustive list…
The extension from one unit provides a natural launching pad for a new unit that begins in that (extension) language. E.g. Soc Studies unit primarily in Spanish Bridge in both Sp and Eng – extension activity in English allows for highlighting more universal concepts/vocabulary that can be thematically connected across disciplines - provides a lead-in to a Science unit primarily in English (while the next Social Studies unit begins in Spanish).
The extension from one unit provides a natural launching pad for a new unit that begins in that (extension) language. E.g. Soc Studies unit primarily in Spanish Bridge in both Sp and Eng – extension activity in English allows for highlighting more universal concepts/vocabulary that can be thematically connected across disciplines - provides a lead-in to a Science unit primarily in English (while the next Social Studies unit begins in Spanish).Double helix analogy. This structure for the curriculum is a bit like a parking garage in which the up ramp curls around the down ramp – and there are points of intersection where we are guided to cross over to the other ramp (Bridge).
Beeman and Urow – contains Biliteracy Unit Framework, Unit template, focus on Spanish-English biliteracy in programs designed with biliteracy as a goalMenken and Kleyn – big idea – power of reintroducing native language instruction to ELLs who have not recently or ever had formal NL instruction.Fu – good reference on how to use NL and Eng across settings – including where English is the primary language of instruction (TPI). Addresses code-switching.
