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1)Scaffolding is essential for every lesson. 2)Visual concepts, providing them to take into account different English levels

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Oral language & literacy development and instruction (pp. 48-50)

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Oral language & literacy development and instruction (pp. 48-50)

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Iridian, Stephanie, Thomas, and Jesse:

Three Big Ideas
1) Providing instruction in English language development is better than not providing it at all.
2) explicit instruction, repetition, scaffolding,practice and review are necessary for language development.
3)Cross language connections help to improve academic language.

Connections:
1)Scaffolding is essential for every lesson.
2)Visual concepts, providing them to take into account different English levels

Lingering Questions:
1. How can we best make cross-language connections and make sure the connections are appropriate/accurate?
2. How can we adjust scaffolding so that it's appropriate for all levels of speakers in our classroom?

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Language of Instruction/Separation of Languages (pp. 50-52) Lawrance, Jonie, Vivien, Zezhen

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Language of Instruction/Separation of Languages (pp. 50-52) Lawrance, Jonie, Vivien, Zezhen

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Big Ideas:
1. Strong first language is important for second language learning.
2. Translanguaging: language use and development occurs in social cultural context. Bilinguals use all the linguistic resources with no artificial separation of languages.
3. Heterogeneous or homogeneous grouping are each beneficial for students in their own ways. As long as cooperative learning takes place, positive language development is produced.
Connections:
1. Homogeneous grouping with emergent Spanish bilingual students - help each other out since they are at the approximately same levels. Occasionally has heterogeneous grouping with a student who is fluent in both Spanish and English so they can help their classmates out.
2. Translanguaging: Beneficial to use English or American culture to arouse interest to Chinese.
Lingering Question:
Is it better for bilingual students to learn in a monolingual setting or a heterogeneous setting?

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Equity & Infusion of Technology (pp. 34-35) Nate, Maria, Teresa, Nava

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Equity & Infusion of Technology (pp. 34-35) Nate, Maria, Teresa, Nava

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Big Ideas:
1. Technology should be integrated into curriculum & essential to the curriculum
2. The program should promote SEL
3. The curriculum needs to reflect and value students' languages and cultures.

Connections:
1. Students compared & contrasted their uniforms vs the uniforms in Mexico
2. Build spatial reasoning via Minecraft on digital devices. Also builds digital competence

Question:
1. How do you present culture without furthering stereotypes?

Some other thoughts:
- Teachers now have the responsibilty to teach students how to navigate information, not how to find information
- Technology is learning how to process human emotion, which may be beneficial.

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1) Providing instruction in English language development is better than not providing it at all. 2) explicit instruction, repetition, scaffolding,practice and review are necessary for language development. 3)Cross language connections help to improve academic language.

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Grouping Practices (pp. 52-53) Jongwoo, Sandra, Lloyd

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Grouping Practices (pp. 52-53) Jongwoo, Sandra, Lloyd

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3 Main topics
- Heterogeneous groups vs. Homogeneous groups
- Cooperative learning >> students work interdependently
- Design tasks such that both native speakers and non-native speakers take part in the learning exchange

2 Connections
- Design tasks >> Sentence frames and word banks allow non native speakers interact with the lesson and native speakers are allowed to expand upon their understanding
- Cooperative learning which leads to hands on experience strengthens understanding of the material (Jongwoo's experience >> Partner talk)

1 Lingering Question
We've never taught nor seen classrooms in our language of emphasis. How do...?

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3-2-1 Instruction (pp. 46-48) Daniela, Jordan, Corinne

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3-2-1 Instruction (pp. 46-48) Daniela, Jordan, Corinne

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Big ideas:
1. Good instruction is more complicated in dual language programs because you're addressing 3 aspects at once; goals of bilingualism, biliteracy, and sociocultural competence; balancing the needs of diverse student groups; and meeting the needs of 2nd language learners
2. Early stages of language input requires sheltered instruction such as; slow-paced repetition, visual aids, time for absorption, comprehension tasks, and detailed scaffolding.
3. It is important to focus on language structures and socializing with native speakers when planning content curriculum.

Connections:
1. From Jordan's experience he has found that slowing down the pace, a lot of repetition, and using visual aids is extremely beneficial.
2. From Corinne's experience she has found that speaking with native speakers really helps with fluency.

Lingering Question:
1. What kind of structural support can we use to help students with different proficiency levels?

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Equity & Infusion of Technology (pp. 34-35)

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Equity & Infusion of Technology (pp. 34-35)

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Oral language & literacy development and instruction (pp. 48-50)

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Oral language & literacy development and instruction (pp. 48-50)

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Language of Instruction/Separation of Languages (pp. 50-52)

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Language of Instruction/Separation of Languages (pp. 50-52)

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Alignment w/ Standards: Yesenia & Karina-

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Alignment w/ Standards: Yesenia & Karina-

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3-2-1
-Research indicates that curriculum should be assets based rather than remedial.
-Adjustments must be made to reflect funds of knowledge of students and their families.
-Language objectives should be incorporated into curriculum planning and oral and written language and literacy should be developed across the curriculum.

Connections:
-Content is often watered down for bilingual students to help them understand. However, they should be receiving the same quality of education as their non EL peers.
-Students native language is not often seen as a fund of knowledge and teachers tend to have a deficit view for these students.

Lingering question:
In a diverse classroom, how do we incorporate not only Spanish but all the native languages of our students, including those which we are not familiar with?