Multilingual research


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  • Multilingual research

    1. 1. MULTILINGUAL RESEARCH Ainhoa Agost Salamero Sara Sidro Rodriguez
    2. 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. 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. 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. 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. 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. 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. 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. 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. 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)