6/29/12. Así se dice: The power of cross- language connections

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1 6/29/12 Eva Hoffman Así se dice: The power of cross- language connections Editor of the New York Times Book Review & Author of Lost in Translation When I speak Polish now, it is infiltrated, permeated, inflected with English in my head. One language modifies the other, crossbreeds with it, fertilizes it. Each language makes the other relative. Like everybody, I am the sum of my languages. (1991) Sue Hopewell Literacy Squared Institute Estes Park, CO Wednesday, June 27, 2012 Breakout Sessions 2 & 3 Strategic Use of Language & Cross- language Connections Grosjean (1989) The bilingual is not two monolinguals in one. Ruíz (1984) Two- language children have greater linguistic resources. Escamilla & Hopewell (2007), Kenner (2004), Moll, Sáez, Dworin (2001) Bilingual living necessarily requires students to think and work across two languages when reading and writing. González, Moll & Amanti (2005), August & Shanahan (2006) Students engagement and participation increases when schools make an effort to access their funds of knowledge. Comprehension increases when schools use culturally relevant materials. Jiménez, García, & Pearson (1996) Successful bilingual readers use uniquely bilingual strategies including recognizing cognates, judicious use of translation, and drawing on background knowledge acquired across languages. Parallel Monolingualism PARADIGM SHIFTS Search for a dominant Increased language understanding of simultaneous bilingualism Adapted from Escamilla,

2 6/29/12 Problematic Assumptions from the Sequential Bilingualism Paradigm Attributes of Simultaneous Bilingual Student Paradigm Shifts Languages must be strictly separated. Children taught to keep two languages separate. Bilinguals use all of their linguistic resources to communicate. Teach children to connect their two languages has crosslanguage benefits. After transition to an Englishonly environment, students learn like monolinguals. Students total academic language repertoire may still require access to and development of both languages. There should be recognition that the development of biliteracy is a long-term endeavor. Simultaneous bilinguals use two languages to process information and to make sense of their worlds. Linguistic resources in are mutually reinforcing and children are capable of bidirectional transfer. Spanish literacy serves solely as a bridge to English. Transition = Here today, gone tomorrow. VS. Transfer = Here to stay! PARADIGM SHIFTS Transition is a point in Transfer is an ongoing time or a set of criteria process that begins before school and for a continues lifetime Adapted from Escamilla, 2004 PARADIGM SHIFTS Strategic use of Strict separation of languages language Adapted from Escamilla, 2004 Rigid language restrictions reduce students opportunities to learn and educators opportunities to teach Cognates (simply/simplemente; radidly/rapidamente) Clarification of multiple meanings (ground = la tierra or castigar) Conventions (constitución vs. kons-ti-tiu-shon; lunes vs. Monday) 2

3 6/29/12 Dormant Lost Opportunity Dormir A Challenge to Strict Separation of Languages: Bilingual Humor What do a bee and an elevator have in common? Cross Language Connections Are Are NOT Floor Strategically integrated Purposefully planned To be made at the expense of time to learn and practice one language at a time Flor Explicit and require higher order thinking skills Unplanned or unstructured experiences (arbitrary) Concurrent translation Strategic Use of Language - Interaction between L1 & L2 Students draw upon their knowledge of Spanish when reading/writing/speaking in English & vice-versa Students taught to attend to the similarities and differences between Spanish and English (i.e. sound/symbol correspondence, cognates, etc.) Teachers use language strategically to: -Clarify conceptual confusions -Activate prior knowledge or cultural schema -Help children discuss and process information -Use instructional/learning time efficiently L1 L2 BIDIRECTIONAL Así Se Dice Translation as a valid classroom practice Goal help students understand the complexities and subtleties of translating from one language to another. Procedure Choose a short passage or theme (Dichos, idiomatic expressions, figurative language, poems, text passages, etc.). Children work in pairs to translate & interpret from one language to the other. Texts are compared. 10 minutes per day 3

4 6/29/12 Let s try it out! Dichos Dichos Más vale tarde que nunca Better late than never Caras vemos, corazones no sabemos Don t judge a book by its cover De tal palo, tal astilla Chip off the old block OR Like father, like son. Speak of the devil Hablando del Rey de Roma Idiomatic Expressions Examples of Partner work - choice Homework no choice Chato realized imidatly of his error so he changed the word delicios for encantadora Chato noticed immediatly about his error and changed the word sabrosa for encantadora. OFFICIAL VERSION: Chato immediately saw his error, and changed tasty to lovely. Homework no choice They got of (off) the cartins (curtains) and with their hairs all spiky they gave a good welcome to Chorizo. They came down the curtains with they re hairs up to welcome Chorizo. OFFICIAL VERSION: They slid from the curtains and, fur raised, greeted Chorizo with a cautious meow. 4

5 6/29/12 Homework no choice That night he wasent going to eat a sinle (single) guest. Translating a Legend Así se dice at the 5th Grade That night he wasn t going to eat any invited person. OFFICIAL VERSION: He was not going to eat any guests tonight! Example Original Spanish Text English Translations Original Spanish Text English Translations 1. He told Popo to be the leader of the army and beat their enemy. Le exige a Popo 2. He commanded Popo to que encabece el take lead of the army to the empire to destroy the enemy. ejercito del 3. He demands to be the imperio para leader of the empire s army derrotar el so he could destroy all the enemigo opponent. 4. He tells Popo to switch the ejercit to derrotate the enemy. Metalinguistic Awareness He tells Popo to switch the ejercit to Le exige a Popo derrotate the enemy. que encabece el 4. ejercito del imperio para derrotar el enemigo Carro = Car Rancho = Ranch Ejercito = Erjesit??? Celebrar = Celebrate Interrogar = Interrogate Derrotar = Derrotate??? 5

6 6/29/12 Bilingual Poetry - Alarcón Los Libros pasaportes de talla mayor que nos permiten viajar a dondequiera cuandoquiera y no dejar de soñar Student Translation - Books Grand passports That take us on journeys Whenever, wherever And keep our dreams alive Your Turn: Translate José Martí Official Translation Official Translation - Books oversized passports that let us travel anywhere anytime and keep on dreaming Versos sencillos 1 (2 excerpts) Yo vengo de todas partes, Y hacia todas partes voy: Arte soy entre las artes, En los montes, monte soy. Yo he visto en la noche oscura Llover sobre mi cabeza Los rayos de lumbre pura De la divina belleza. Simple Verses 1 (2 excerpts) I m a traveler to all parts, And a newcomer to none; I am art among the arts, With the mountains I am one. I have seen through dead of night Upon my head softly fall, Rays formed of the purest light From beauty celestial 6

7 6/29/12 We can do better! 7

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