This document discusses designing instructional units around multilingual culminating products. It suggests having students create one product in English and their home language, translate between the two languages, or integrate both languages. Benefits include scaffolding English learners' development and allowing them to demonstrate knowledge using their home language. The document provides guidance on planning such a culminating product using backwards design and ensuring the product encourages translanguaging and includes non-written forms of assessment.
Shaping the Way We Teach English at the Lebanese UniversityRita Abdelnour
A Training Workshop given to Lebanese University undergraduates based on the Shaping We Teach English material during the months of November-December, 2010
erwh3n4t6ng w etnbewbsth efv av sfmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmm
Guided ResponseReview several of your classmates’ posts and res.docxisaachwrensch
Guided Response:
Review several of your classmates’ posts and respond to at least two of them. Compare your classmates’ description of students to your own and address any inconsistencies by providing examples to support your own ideas. Ask your classmates to clarify any confusion by providing an illustration or evidence to support their point of view. You might also want to compare the programs in their communities to your own, and discuss any additional reasons that support the lack of a program or the implementation of a program.
The four bilingual program that can benefits English Language learners are
Productive Language
- creates phrases that will reflect thoughts, and desires for new patterns and vocabulary words new language. This will help students and benefit them from getting instructions
Dual-Immersion Program
– this program teaches students two different languages simultaneously. While learning English, ELL will maintain their own language and English only students will maintain English while they learn another language. This is one of the most effective programs.
English – Immersion Program
– this program offers students to be able to get instructions in both their native language and in English. Teachers are able to use both the primary language and English for instructions.
Early – Exit
– this program is a more fast paced one. It requires a student to have the ability to comprehend what is being taught in a shorter amount of time. A student that has had some classroom help and knowledge of English will benefit with this program
Student Characteristics
Early-Exit Students
-
ELL students are transitioned into the English instruction.
Late-Exit Students
- Students are kept in their native language as long as possible and then are transitioned in English instructions. DBE programs aim to promote high levels of academic achievement in all curricular areas and full proficiency in both the students’ home language and English for academic purposes (Lindholm-Leary & Genessee, 2010, pp. 3–4).
Lindholm-Leary, K., & Genessee, F. (2010). Improving education for English learners: Research-based approaches. Sacramento, CA: California Department of Education Press.
.
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Shaping the Way We Teach English at the Lebanese UniversityRita Abdelnour
A Training Workshop given to Lebanese University undergraduates based on the Shaping We Teach English material during the months of November-December, 2010
erwh3n4t6ng w etnbewbsth efv av sfmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmm
Guided ResponseReview several of your classmates’ posts and res.docxisaachwrensch
Guided Response:
Review several of your classmates’ posts and respond to at least two of them. Compare your classmates’ description of students to your own and address any inconsistencies by providing examples to support your own ideas. Ask your classmates to clarify any confusion by providing an illustration or evidence to support their point of view. You might also want to compare the programs in their communities to your own, and discuss any additional reasons that support the lack of a program or the implementation of a program.
The four bilingual program that can benefits English Language learners are
Productive Language
- creates phrases that will reflect thoughts, and desires for new patterns and vocabulary words new language. This will help students and benefit them from getting instructions
Dual-Immersion Program
– this program teaches students two different languages simultaneously. While learning English, ELL will maintain their own language and English only students will maintain English while they learn another language. This is one of the most effective programs.
English – Immersion Program
– this program offers students to be able to get instructions in both their native language and in English. Teachers are able to use both the primary language and English for instructions.
Early – Exit
– this program is a more fast paced one. It requires a student to have the ability to comprehend what is being taught in a shorter amount of time. A student that has had some classroom help and knowledge of English will benefit with this program
Student Characteristics
Early-Exit Students
-
ELL students are transitioned into the English instruction.
Late-Exit Students
- Students are kept in their native language as long as possible and then are transitioned in English instructions. DBE programs aim to promote high levels of academic achievement in all curricular areas and full proficiency in both the students’ home language and English for academic purposes (Lindholm-Leary & Genessee, 2010, pp. 3–4).
Lindholm-Leary, K., & Genessee, F. (2010). Improving education for English learners: Research-based approaches. Sacramento, CA: California Department of Education Press.
.
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2. WHAT IS IT?
When both teachers and students have a
purpose in mind, the learning is more
focused, and the teaching more targeted.
Without an end goal, both teaching and
learning can feel aimless, disorganized.
3. A multilingual culminating
product could have students:
Create one product in English and a product in
their home language.
Translate a product from the home language to
English, or vice versa.
Create a product that uses both English and
home language together.
4. Benefits assessments:
Students
Scaffold EBL’s development of academic content,
language, and literacy abilities in English.
Understand the content by utilizing their home
language as a vehicle for learning.
Develop academic language and literacy abilities in
their home languages.
Demonstrate what they know and can do.
5. Teachers
Help teachers more accurately assess EBL’s
knowledge and understanding of both
language and content.
Encouraging them to use their home
language practices in school.
6. TRANSLANGUAGING HOW-TO
1. Plan using Backwards Design.
1. Plana culminating product that requires
students to utilize their multiple languages
authentically.
- Is my culminating product authentic?
Doing work that matters as well as having
opportunities to present work outside of
the
classroom.
7. TRANSLANGUAGING HOW-TO
- Does my culminating product encourage
translanguaging?
- Does my culminating product include non-written forms of
assessment?
·Oral presentations
·Multimedia presentations (PowerPoint, video,…)
·Debates
·Hands-on activities
3. Introduce the culminating product early in the unit and
plan scaffolding that will help students to best create the
product by the end of the unit.
