Kathryn Accurso, Dr. Brenda Muzeta, & Marsha Liaw March 2018 I - - PowerPoint PPT Presentation

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Kathryn Accurso, Dr. Brenda Muzeta, & Marsha Liaw March 2018 I - - PowerPoint PPT Presentation

Nov 07, 2022 560 likes •999 views

Kathryn Accurso, Dr. Brenda Muzeta, & Marsha Liaw March 2018 I teach middle school language arts in an urban district. I have 31 students, including four ELLs and a few more whose parents declined services. Theyre from all over:

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Kathryn Accurso, Dr. Brenda Muzeta, & Marsha Liaw March 2018

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“I teach middle school language arts in an urban

  • district. I have 31 students, including four ELLs

and a few more whose parents declined services. They’re from all over: Puerto Rico, Thailand, Congo, Eritrea, and Nepal. But I grew up speaking English, only occasionally overhearing Polish phrases from my grandmother. So I have no choice when it comes to the language of my classroom.”

  • ‘Wendy Carr,’ middle school ELA teacher
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  • What language(s) do you speak

currently?

  • What language(s) have you studied?
  • Have you lived in a different language

community at any point in your life?

  • What language(s) do your students

speak?

Quick Poll

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‘Superdiversity’

  • Vertovec, 2007
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  • Prior knowledge and previous literacy

practices (L1 oracy and literacy )

  • Major linguistic features of learner’s L1
  • English proficiency levels
  • Consideration of cultural knowledge
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Linguistically Diverse Classroom

S T

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Linguistically Diverse Classroom

T S

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Linguistically Diverse Classroom

S T

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Try to think and write only in the language you chose. If you need assistance, consult a bilingual dictionary (no google translate!).

Write as a Language Learner

5 minutes

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Write as a Language Learner

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Write as a Language Learner

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Our Experiences as Learners

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“Nothing seemed to come

  • ut right – word choices,

expressions, or even ideas. When I forced myself to think in English, it seemed I could only squeeze out a few forced ideas, which I could tell were too flat or simple.”

Others’ Experiences

Danling Fu

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“Honestly, some people think we're stupid. But it’s like sometimes people who doesn't even know English get it better than the ones that do know it. But yeah, some people they think, like, ‘They don't know

  • English. They can't do that!’

Like, yes we could. Just give us a try.”

Others’ Experiences

‘Alberta’, 12th grade ELL, WIDA level 5

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▪ When Chinese students in a high school English class

were asked to write about their experience at school in English, most students sat for a long time writing nothing

Example

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▪ When allowed to respond to the same prompt in

Chinese and translate it afterward, one student wrote:

Fu, 2009, p. 26

Example

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Make writing an everyday part

  • f your teaching.

▪ Informally, formally, and in different

genres whatever your content area

▪ Beyond answering questions and

copying words from textbooks onto worksheets → writing as thinking, making meaning ▪ Start by having students write about something close to their experience ▪ BREAKFAST EXAMPLE

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Embrace the idea that students are not writing only for you.

▪ Students write to present ideas and

express themselves

▪ See students’ language(s) as resources

for their learning ▪ Create authentic venues for broader communities ▪ EMAIL vs SELF-EXPRESSION EXAMPLE

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Create a classroom culture where students are free to choose their language of expression.

▪ Even (or especially!) if it feels overwhelming, scary, or

like you’re relinquishing some control

▪ Destabilize English supremacy and normalize

multilingualism (e.g., highlight the contributions of diverse thinkers in your content area) ▪ EXAMPLES ▪ What you can do if there are native language partners available ▪ What to do if a student does not have a native language partner

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Create a classroom culture where students are free to choose their language of expression.

▪ Analyze how authors move between language varieties

and for what purposes

More everyday language, conversational tone, “interacts” with reader More disciplinary language, formal tone, distant from reader telling them facts

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Create a classroom culture where students are free to choose their language of expression.

▪ Analyze how authors move between language varieties

and for what purposes

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Create a classroom culture where students are free to choose their language of expression.

▪ Acknowledge and encourage students’ use of their full

repertoires to make meaning (languages, images, performance, etc.)

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Create a classroom culture where students are free to choose their language of expression.

▪ Allow students to use their full meaning making

repertoires ▪ EXAMPLE

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1. 2. … … 3. 4. … … 5. 6. 7. 8. 9. 10. … 11. 12. Accurso & Gebhard, 2017

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. (García ,Johnson & Seltzer, 2017).

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Understand language development and guide students through writing stages

▪ TRANSLANGUAGING CLASSROOM

EXAMPLE (experiential to more abstract language; more oral to more written; mode continuum)

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Collaborate! Build a discourse community.

▪ Make connections between ESL,

bilingual, and content teachers ▪ Quick check-ins about specific students ▪ P. 87-93 of “Writing Between Languages”

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Takeaway

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Takeaway “Identities-if they are alive, if they are being lived-are unfinished and in process”

  • Norton & Toohey, 2011, p. 429
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Takeaway

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Takeaway

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CUNY NYSIEB

www.cuny-nysieb.org “Translanguaging Guide for Educators” “Teaching Bilinguals” web series “The Translanguaging Classroom” “Writing Between Languages” by Danling Fu

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MATSOL Currents: up to 1500 words Ed Week: 800–1200 words (opinion piece) TESOL Quarterly: 3400 words (teaching & research issues; abstract must be accepted first)