NYSIEB- Principal presentation February 10, 2012

Transcription

1 Thinking about Multilingualism in Schools in the 21 st century Ofelia García NYSIEB- Principal presentation February 10, 2012

2 Overview School Leaders as Scholars Bilingualism in 21 st century Bilingualism in education Principles for school lead-scholars

3 20 th century geopolitics & bilingualism Language groups territorialized

4 Subtractive bilingualism Language difference as problem L1 L2

5 Additive bilingualism Language as Privilege for Elite, their Right L1 + L2 L1 + L2

6 Bilingualism in 20 th century: Monoglossic ideologies A bicycle with two full separate wheels L1 + L2 = L1 + L2 Balanced bilingualism

7 21 st century Geopolitical Changes & Bilingualism

8 21 ST century Dynamic bilingualism Language as Resource

9 Jim Cummins Interdependence Hypothesis Common Underlying Proficiency Dual Iceberg

10 Dynamic bilingualism Heteroglossic Language practices: Complexity Interconnectivity Multiplicity

11 Dynamic bilingualism Fluid language practices in bilingual families & communities

12 Enacting Dynamic bilingualism: TRANSLANGUAGING Fluid communicative norm of multilingual communities and families. Dynamic process by which bilinguals make sense of the communicative situation by performing bilingually and drawing on their entire linguistic repertoire.

13 Bilingualism and Education Monoglossic principles in the 21 st C Ultimate English attainment as goal. Native English speaker as model. Language separation is good; Translanguaging is bad

14 Monoglossic school structures ESL Programs Bilingual Education ESL pull-out ESL push-in Structured immersion or Sheltered English Transitional bilingual education [Developmental bilingual education] Dual language bilingual education

15 Beyond monoglossic school structures Translanguaging as pedagogical practice Bilingualism in education from the children up 1. 3/4 th ESL self-contained class in Queens 2. A dual language bilingual 5 th grade in NR 3. An English High School class for newcomers

16 An ESL class 3rd and 4 th ESL: Christina Celic Mini-lessons in English Beginners and advanced emergent bilinguals paired Turn and talk in different languages Children pose questions in Spanish also Children have reading groups by level, supported by dictionaries, annotated texts, cognate study. Children read independently in the language of their choice Children at listening center Multilingual word walls

17 3 rd & 4 th : C. Celic ESL

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19 1 teacher Dual language bilingual 5th grade : Maritza Ríos Spanish in morning English in afternoon Only one recently arrived and not bilingual

20 5 th grade Teacher lectures in one language, students take notes in another Students read in one language but discuss in another Students read in one language and write in another Post-it notes.

21 Writing in two languages/ Dictionaries

22 Annotated texts

23 Translanguaging in English class: Camila Leiva: PAIHS-Queens

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25 Translanguaging in English lesson By students To participate- No sé cómo decirlo en inglés, pero. Que. To initiate participation Que las familias, this guy, every time he has problem. To elaborate an idea- Because he has a problem with other people, and cuando fueron reparar el carro; no es, pero que tiene un problema, To raise questions- Miss, yo puedo poner que muchas familias están separadas?

26 Translanguaging in English lesson By teacher To involve - R., cuéntanos en español. To extend and ask questions - A causa de qué? To clarify - What are four keywords? Las palabras importantes, palabras claves? To reinforce what students have said It s a very worrying situation To advance pace - Si, ya terminaron, avancen a la segunda parte a la canción de Eminem.

27 Translanguaging in English lesson Constructing a Latino pan-ethnicity - los Latinos es una sociedad Constructing fluid identities Even though the song is in Spanish, we re choosing words in English. Quinto Sol grew up in the US but they do hip-hop in Spanish, and we re doing the same. Giving voice Don t shoot her down. We re respecting each other s opinions. People who havent spoken. Cuéntanos en español. No sé cómo decirlo en inglés.

28 Translanguaging in English lesson Problematizing T: What do you think the problem is? A causa de qué? Tensions: Majority/minority// Somos mayoría en números// No minoría

29 Translanguaging as US Latino languaging

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32 Translanguaging to change Monoglossic view of bilingualism Bilingualism as 1+1=2, fixed within static language identities (L1/L2; NL) Dynamic view of bilingualism to give voice/agency/power to American bilingual students to self-regulate and deepen their learning.

33 Dynamic bilingualism Principles for principals Bilingualism is not right for the privileged or problem for the poor. Bilingualism is resource for individuals & society. 1. Use bilingualism/multilingualism as resource to deepen education of their students, and learn about students, community, and world.

34 Dynamic bilingualism Principles for principals Emergent bilinguals do not acquire separate second language. They develop and integrate new language practices into complex dynamic bilingual repertoire. 2. Use home language practices to scaffold more accomplished performance in English. 3. Build new language practices in interrelationship with home language practices.

35 Dynamic bilingualism Principles for principals Emergent bilinguals can never be expected to have English but rather to use/do English ( to English ) to negotiate situations and meet academic expectations. 4. Provide emergent bilingual students with opportunities ( affordances ) to use school practices in English AND home language practices.

36 Dynamic bilingualism Principles for principals There is no first or native language. There is no second language. There is only languaging (language practices). 5. Recognize emergent bilingual students not as second language learners, but as American bilingual children at beginning points of the bilingual continuum.

37 Dynamic bilingualism Principles for Principals Categorization of bilingual children as ELLs or Non-ELLs are not absolute points. Bilingual children perform their language practices depending on the situation at hand. 6. Recognize and use the home language practices of all students, beyond those of emergent bilinguals.

38 Dynamic bilingualism Principles for principals Language practices of all bilinguals are fluid and are used as resources to make meaning. 7. Use translanguaging as strategy to help ALL bilingual students make meaning, legitimate their intelligence and capabilities, & develop advanced cognitive skills.

39 Dynamic bilingualism Principles for principals Emergent bilinguals are never finished learning language and never just become monolinguals There are no ELLs and Former ELLs There are only bilingual students at different points of flexible bilingual continua that adapts to situation. 8. Provide ALL students opportunities to use ALL their language practices to negotiate academic content & develop deeper understandings.

40 Principles for Principals 1. Use bilingualism/multilingualism as resource. 2. Utilize home language practices to scaffold. 3. Bring into play new language practices in interrelationship with others. 4. Provide opportunities ( affordances ) to use school English practices. 5. Recognize emergent bilinguals as American bilingual children at beginning points of bilingual continua. 6. Recognize and use home language practices of ALL children 7. Incorporate translanguaging strategies. 8. Provide ALL students opportunities to use ALL their language practices.

41 Translanguaging as Pedagogy Dual, linear bilingualism (subtractive or additive) L1 /// L2 Dynamic bilingualism (Dynamic) Even though Spanish runs through my heart, English rules my veins