Cheryl Urow, Teaching For Biliteracy.

Transcription

1 Cheryl Urow, M.Ed Introduction to Teaching for Biliteracy: Strengthening Bridges between Languages Massachusetts Association for Bilingual Education August 9, 10, 11, 2016 Cheryl Urow, Teaching For Biliteracy Agenda: Introductions Defining Dual Language and Biliteracy Sample Biliteracy Unit of Instruction Strategies for Developing Oracy and Literacy in Two Languages Scheduling for Biliteracy Development Elements of the Bridge Contrastive Analysis of Languages through the Bridge Workshop Closure and Evaluation 1

2 Language Acquisition Program Dual Language: Two Way Immersion Language Acquisition Programs Students Goal Notes Dual Language: One Way Immersion, Developmental or Maintenance Bilingual High levels of bilingualism and biliteracy and academic achievement in both languages. Dual Language: One Way Immersion, Foreign Language Immersion Transition Bilingual Education (TBE) High levels of language and literacy development in English and high academic achievement in English. 2

3 Key Green faces students who enter the program as monolingual Spanish speakers (ELLs) In a dual language program, these will become sequential bilinguals Blue faces students who enter the program as monolingual English speakers (non-ells) In a dual language program, these students will become sequential bilinguals Blue/green faces students who enter the program with linguistic resources in both languages may or may not be ELLs These students enter the school system as simultaneous bilinguals Simultaneous bilinguals are not necessarily balanced bilinguals but do have linguistic resources in two languages Orange faces - Other ELLs (Vietnamese speakers, for example) and other bilingual, non-ells (Tamil/English bilinguals, for example) In a Spanish/English dual language program, these students will become tri-lingual. 3

4 Biliteracy Instruction 4

5 Language Allocation 5

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7 Effective Strategies for Teaching for Biliteracy Strategies for oracy development: (In Chapter 6) Oracy Strategy TPR (Total Physical Support) ART Adapted Readers Theater Page, Teaching for Biliteracy p. 81 Fishbowl p. 82 Notes Word/Picture Sort p. 83 Sentence prompts p. 83; 92 Concept Attainment p ;

8 Strategies for reading and writing development: (In Chapters 7 & 8) Page, Notes Reading/Writing Teaching for Strategy Biliteracy LEA (language experience approach) p ; 94; Focused reading p Say something p. 95 Sustained Silent Reading and Readers Interviews pp Dialogue Journals pp

9 Strategies for word study and fluency (In Chapter 9) Page, Notes Word study Teaching for Strategy Biliteracy Biliteracy anchor charts p Dictado p Strategies for The Bridge (In Chapter 10) Page, Bridge Strategy Teaching for Biliteracy Notes Side-by-Side p Illustration or Graph Bottom of p.138 and top of p. 139 Así se dice p

10 Content and Language Allocation Worksheet Grade Language Allocation (ex. 80/20; 70/30, etc.) Note: Spanish % is the first number Content taught in Spanish Spanish Content and Minutes Content Taught in English English Content and Minutes Notes K

11 Grade Language Allocation (ex. 80/20; 70/30, etc.) Note: Spanish % is the first number Content taught in Spanish Spanish Content and Minutes Content Taught in English English Content and Minutes Notes

12 Sample Biliteracy Schedule 80% of Day in Spanish and 20% of Day in English Time Subject Language 7:50 8:00 Journals or another type of oracy or literacy Student choice activity 8:00 9:00 Social Studies and Language Arts Spanish Oracy Development Social Studies experiences Whole Group Mini-Lesson Writing Independent practice Word Work/Dictado 9:00 10:00 Math Spanish Oracy development Math skills Reading and Writing 10:00-11:00 Lunch and Recess Student choice 11:00-11:30 SSR Student choice 11:30-12:30 Specials Half are offered in Spanish and half in English 12:30-1:45 Science and Language Arts Spanish Oracy development Science experiments Guided practice Writing Word study 1:45-2:30 English Language Arts/English Language Development Oracy development Guided practice Writing Word study English Literacy (Spanish time is lessened in subsequent grades and by 3 rd or 4 th grade the day is 50% of Spanish and 50% in English). The literacy routines included in this schedule are examples. Districts should include their own district-specific literacy routines in the biliteracy schedule. 12

13 Sample Biliteracy Schedule 50% of Day in Spanish and 50% of Day in English Time Subject Language 8:30 9:00 Journals Student choice 9:00 10:45 Science and Language Arts Science experiments Oracy Development Whole Group Mini-Lesson Writing Independent practice Word Work/Dictado Spanish 10:45 to 11:15 SSR Student choice 11:15 12:00 Lunch/Recess Student choice 12:00 1:00 Math Oracy development Reading and Writing English 1:00-2:15 Social Studies and Language Arts English Oracy development Guided practice Writing Word study 2:15 3:00 Specials English NOTE: The literacy routines included in this schedule are examples. Districts should include their district specific literacy routines in the biliteracy schedule. 13

14 Bridge Note-Taking Guide: The Elements of a Side-by-Side Bridge Element of the Bridge Observations 1. Review in the language of instruction 2. Elicit key words/phrases/sentences in the language of instruction from students 3. Practice the terms in the new language 14

15 4. The Bridge - Match the key words/phrases/sentences to the other language 5. Metalinguistic focus 6. What happens tomorrow? And the next day? 15

16 Element and area of focus Phonology (sound system) Sounds that are different in the two languages. Sounds that are similar in the two languages. Morphology (word formation): prefixes and suffixes shared between the two languages (cognates) Syntax and grammar (sentence structure) Rules for punctuation, grammar, word order, etc. unique to each language Areas that are similar and areas that are different Examples Sound-symbol correspondence (e.g., the [k] sound: qu or c in Spanish; c or k in English) Silent letters (e.g., h and u in Spanish; many in English) The existence of the [th] sound in English but not in Spanish; therefore, students select the closest Spanish phoneme, which is /d/ informal informal informar inform socialismo socialism desastroso disastrous preparar prepare profesión profession educación education Spanish uses the initial inverted exclamation point; English does not (e.g., Me encanta! I love it!) Articles have gender in Spanish but not in English (e.g., el título the title; la revolución the revolution) In Spanish accents change the meaning of words (e.g., el papa vive en Roma; la papa es deliciosa; mi papá es muy trabajador) Spanish has many reflexive verbs; English has few (e.g., Se me cayó) Conjugation of verbs in Spanish reduces the need for the pronoun. (e.g. Voy!) English contains possessive nouns; Spanish does not (e.g., my grandmother s house la casa de mi abuela) Pragmatics (language use) Cultural norms or contexts that are reflected in language use. Use of overlapping cultural norms in a bilingual context. Questions about age avoid the world old in Spanish because it has negative connotations ( Cuántos años tienes?) Figurative language from English is translated directly into Spanish: Estoy encerrado afuera (I am locked out!) rather than Me quedé afuera. Spanish constructs are used during English (e.g. Mis padres ganan mucho dinero. My fathers win lots of money). 16

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18 BUF Biliteracy Unit Framework Sample Biliteracy Instruction Science and Spanish Language Arts Kindergarten Science Standards Met: Language Arts Standards Met: Listening Speaking Reading Writing Developing Oracy and Background Knowledge (One language until the Bridge) Biliteracy Strategies Reading Comprehension - Biliteracy Strategies Content Instruction Writing Biliteracy Strategies 1

19 Word Study and Fluency Biliteracy Strategies The Bridge (Both languages side by side) Biliteracy Strategies Extension and Application Activities (the other language) Biliteracy Strategies 1

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