This document discusses biliteracy and bilingual education. It notes that some monolingual teachers fear bilingual programs will take their jobs, but pairing teachers is often successful. It provides strategies for monolingual teachers to value students' languages, including providing materials in both languages and using community members. The document also discusses three pillars of bilingual education that support transfer of content between languages with contrastive analysis and developing academic language. It defines translanguaging as multilingual speakers treating languages as an integrated system. In conclusion, it states bilingual students can be educated even if teachers are not fluent in their native language by pairing teachers and showing respect for students' languages and culture.
The multilingual turn in languages education: A critical movement in education RMBorders
Presentation by Gabriela Meier at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
The multilingual turn in languages education: A critical movement in education RMBorders
Presentation by Gabriela Meier at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
Inclusion and access within crisis situations: how can Lebanese multilingual ...RMBorders
Presentation by Anne Wiseman at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
The preeceding disscusion of language contact shows that multilingualism involves not only a division of labor but also a great deal of give and take between languages.
Inclusion and access within crisis situations: how can Lebanese multilingual ...RMBorders
Presentation by Anne Wiseman at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
The preeceding disscusion of language contact shows that multilingualism involves not only a division of labor but also a great deal of give and take between languages.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. BI-LITERACY
*Educators who teach English to speakers of other languages but are not themselves speakers of
another language sometimes feel threatened by bilingual programs, fearing that individuals with
dual-language skills will take their jobs. However, many TWI models are successful in pairing a
bilingual teacher with one who is not. There are many ways in which monolingual teachers can
demonstrate that they value students’ languages and cultural experiences. These include making
literature and learning resources available in two languages; encouraging students to write in
more than one language, share that writing with others, and help one another by speaking in both
languages; using adults and community members who speak the primary language to assist in
instruction; and advocating for literacy in two languages.
Lynne. T. Diaz, Rico. Strategies for Teaching English Learners. 307
*Three Pillars of Bilingual Education support the following practices:
Transfer academic content students have learned in one language to another.
Engage in contrastive analysis between English and Spanish.
Develop students’ academic language in both languages across the content areas.
Develop metalinguistic awareness.
Develop homegrown curriculum that reflects a global perspective.
Nathan, Marissa. (2017, September 15) Teaching For Biliteracy. www.teachingchannel.org
*Canagarajah (2011) defined translanguaging (biliteracy) as “the ability of multilingual speakers
to shuttle between languages, treating the diverse languages that form their repertoire as an
integrated system” (p. 401), García (2009) extended this intermingling to include not just
languages, but language varieties.
Hornberger, Nancy. Link, Holly. (2012). Theory Into Practice, 51(4), 239-247.
2. It is possible to educate bilingual students even if you are not fluent in their native language.
Often teachers are paired, one being stronger in the native language, to make an equal
proficiency of education in order to teach bilingually. As an educator I need to show the student
I respect their native language by providing educational materials in both languages as well as
relating lessons to their culture.
