1. María Pardo Navarro
Vanessa Vázquez Charro
Sara Jiménez Mallén

2.  Improve
their listening, reading, writing and
oral skills
 Be aware of the advantages of multilinguism
to get information
 Value all the languages
 Involve families and community

3.  Read
texts in English or home language
 Listening
 Watching media
 Interviews
 Taking notes
 Presenting the research orally or writing,
using one language or a combination of
languages

4. 1)Create multilingual opportunities:
 Provide multilingual resources (texts, webs,
listenings...)
 Create opportunities to conduct interviews in
the L1 or the TL: learn about a topic
interviewinf people who have "expert
knowledge"

5. 2.-Decide what languages bilingual students
should use to take notes
There are two options for note- taking:
-Notes in only one language: Bilingual students
use multilingual sources, but take their notes
in one language.
-Notes in English and home languages: Bilingual
students use multilingual sources and take
notes in the language of the source and helps
students continue to develop their writing
ability in both language

6. 3.-Decide what languages bilingual students
should use to create a written product
-Writing in just one language: In this option,
we must use one language during the unit of
study
-Writing in both languages: In this optin,
students can write certain parts in home
language and other parts in other languages.

7. 4.-Decide what languages bilingual students
should use to share they research.
-Depending on the language allocation for your
programme, you may want your students to
use a particular language for their sharing.
-If some of your EBLs have a beginning English
proficiency level, you can use the strategies
suggested below for general education and ASL
classroom