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Al final de la lección, los estudiantes podrán explicar el modelo continuó de alfabetización de Hornberger y aplicar sus conceptos al reflexionar sobre su propio aprendizaje del español y el inglés.

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Los estudiantes compartirán recuerdos personales sobre cómo aprendieron tanto español como inglés, conectando sus experiencias con los conceptos del modelo de Hornberger.

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¿Cómo se interrelacionan el bilingüismo y la alfabetización según el modelo continuó de Hornberger?

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Introducción al modelo continuó de alfabetización, con énfasis en los continúas cruzados y anidados. Se explicarán los términos claves y su relevancia para el aprendizaje bilingüe.

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Práctica Guiada: Discusión en Pequeños Grupos

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Práctica Guiada: Discusión en Pequeños Grupos

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En grupos, discutan cómo sus experiencias personales con el aprendizaje del español y el inglés se relacionan con los conceptos presentados en el modelo de Hornberger.

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For teachers seeking to facilitate rather than lead discussions, these strategies empower students to share their ideas.

Sometimes, as teachers, we struggle to help our students connect what they know to what they are learning. When we face this challenge, it can be helpful to examine our practice under a different set of lenses to uncover ways to reinvigorate learning. One of the easiest ways to do this, especially if you're new to the profession, is to take a closer look at how you manage discussions.

When facilitating a discussion, do you direct your students toward specific outcomes, or is there room for them to take ownership of the conversations and make them their own? There are differences, however subtle, between leading and facilitating discussions. The following five strategies, which are particularly suited for middle and high school students, empower student agency and offer a fresh approach to discourse.

CoFounding Environments of Shared Inquiry

When you lead a discussion, you begin with the end in mind-that is, you determine exactly what you want your students to know and guide them with focused questions.

Rather than provide you with a list of strategies that you can use to increase student engagement, our intention is to demonstrate how combininggold standard discussion strategies, such as Turn and Talk or Think-Pair-Share, can energize your teaching practice and produce powerful results.

The following discussion sequences, or dialogic archetypes, can be applied to subjects across the curriculum. They can be disassembled, rearranged, and reconfigured to create new instructional arrangements that appeal to your students' strengths and needs and to your own teaching style.

1. Quick Write, Turn & Talk, Modified Jigsaw, Quick Draw

Here's a sequence that works well when discussing short texts such as case studies: Distribute a number of short texts (three or four should suffice) and blank note cards among your students, so that each student has one text. Ask students to read the texts and respond on the lined side of their note card; you might invite open responses or offer a prompt.

Once students have responded, pair them by text, and ask them to share what they wrote. You might also create discussion groups in which students have read different texts and invite them to explore similarities and differences in themes, characters, conflicts, or other relevant topics, moving from pair to small group work.

Finally, ask students to draw something they learned from their discussion group on the blank side of their note card to share with you, their group mates, or the class as a whole.

2. Four Corners, Think-Pair-Square, Sticky Chat, Gallery Walk

To integrate kinesthetic engagement into classroom discussion, post images related to what you are teaching in the corners of the room, and direct students to stand next to the image that they find most appealing.

Pair students by image, and ask them to conduct some independent research about their chosen picture. If your students do not have ready access to computers, you can provide them with books to explore, or simply ask them to record their thoughts on the images. Create discussion groups of four by combining pairs assigned to the same image. Finally, ask students to write what they learned on sticky notes, and post them on the images. The class might then engage in a gallery walk to learn from one another's findings.

3. Group Roles, Team Pack Discussion, Classroom Mingle, Classroom Poll

For a discussion sequence that connects students with multiple classmates, create groups of three, and provide each group with a different discussion prompt on a note card. Assign each member of the group a role: speaker, scribe, and timekeeper. Ask students to respond to the prompt on their note card before passing it to the next group.

Then, rotate speakers one group to the right and scribes two groups to the right. After the timekeepers have discussed all of the prompts, poll the class for their favorite.

4. Pick a Side, Snowball Discussion, Debate, Graffiti Wall

To lower the stakes and boost participation during classroom debates, ask students to pick a side on a given issue and to write their thoughts on a piece of paper. Direct half of the students to fold their papers lengthwise, the other half widthwise. Collect the papers, assign a side of the issue to each type of fold, and redistribute the papers randomly.

Facilitate debates of two, then four, then eight students, with each side evenly represented. Ask students to record their thoughts on the paper again, and then tape them on the wall to showcase students' engagement.

5. Stoplight Sticky Notes, Affinity Mapping, Gallery Run, Web Discussion

Make learning visible with an archetype that centers the use of maps: Provide students with a prompt connected to a short video or text. Ask them to write their thoughts on color-coded sticky notes: green might mean "interesting," red "challenging." Create small groups, and direct participants to identify similarities and differences between their notes. After small group discussion, arrange the class in a circle, and have them create a "web" by passing a ball of string when they connect with a fellow student's reflection.

Moving Beyond These Discussion Sequences

These instructional sequences can be followed by whole group discussions or some other kind of low-stakes assessment to measure student understanding. However you decide to progress, the point is that strategies that usually stand on their own, or that are simply framed as standing on their own, can be combined to create unforeseen opportunities for engagement. While it is important to have a plan, good teaching is about leaning into the unexpected. It's about taking risks and creating space for your students to actively participate in the meaning-making process.

Even if the archetypes presented here do not appeal to your particular style of teaching, we encourage you to experiment with the strategies that do. It doesn't matter if you've been teaching for three months or 30 years. Education is unmapped terrain, and there will always be something new to discover.

The strategies in this article were developed with Cayla Cosner, an elementary and special education specialist.

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5 Discussion Strategies to Deepen Student Engagement

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There's a difference between leading and facilitating discussions. These strategies de-center the teacher's voice so students' ideas soar.

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Escribe un breve ensayo reflexionando sobre cómo aprendiste a leer en español y en inglés, utilizando los conceptos del modelo continuó de Hornberger.

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Para aquellos interesados en profundizar, investiguen otro modelo de alfabetización bilingüe y comparen con el de Hornberger.

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Children from families in which English is not the language of the home represent a rapidly increasing percentage of students enrolled in U.S. schools. Language minority students can be found in schools across the country, not just those in large cities or in areas near the U.S.-Mexican border. All schools must be prepared to meet the challenge of an increasingly diverse student population, including many students who are not proficient in English.

The effectiveness of various program models for language minority students remains the subject of controversy. Although there may be reasons to claim the superiority of one program model over another in certain situations (Collier 1992; Ramirez, Yuen, and Ramey 1991), a variety of programs can be effective. The choice should be made at the local level after careful consideration of the needs of the students involved and the resources available.

ESL program models

ESL programs (rather than bilingual programs) are likely to be used in districts where the language minority population is very diverse and represents many different languages. ESL programs can accommodate students from different language backgrounds in the same class, and teachers do not need to be proficient in the home language(s) of their students.

ESL pull-out
This is generally used in elementary school settings. Students spend part of the school day in a mainstream classroom, but are pulled out for a portion of each day to receive instruction in English as a second language.
ESL class period
This is generally used in middle school settings. Students receive ESL instruction during a regular class period and usually receive course credit. They may be grouped for instruction according to their level of English proficiency.
The ESL resource center
This is a variation of the pull-out design, bringing students together from several classrooms or schools. The resource center concentrates ESL materials and staff in one location and is usually staffed by at least one full-time ESL teacher.

Bilingual program models

All bilingual program models use the students' home language, in addition to English, for instruction. These programs are most easily implemented in districts with a large number of students from the same language background. Students in bilingual programs are grouped according to their first language, and teachers must be proficient in both English and the students' home language.

Early-exit bilingual programs
These are designed to help children acquire the English skills required to succeed in an English-only mainstream classroom. These programs provide some initial instruction in the students' first language, primarily for the introduction of reading, but also for clarification. Instruction in the first language is phased out rapidly, with most students mainstreamed by the end of first or second grade.
Late-exit programs
These differ from early-exit programs "primarily in the amount and duration that English is used for instruction as well as the length of time students are to participate in each program" (Ramirez, Yuen, & Ramey, 1991). Students remain in late-exit programs throughout elementary school and continue to receive 40% or more of their instruction in their first language, even when they have been reclassified as fluent-English-proficient.
Two-way bilingual programs
Also called developmental bilingual programs, these group language minority students from a single language background in the same classroom with language majority (English-speaking) students. Ideally, there is a nearly 50/50 balance between language minority and language majority students. Instruction is provided in both English and the minority language. Students serve as native-speaker role models for their peers. Two-way bilingual classes may be taught by a single teacher who is proficient in both languages or by two teachers, one of whom is bilingual.

Other program models

Some programs provide neither instruction in the native language nor direct instruction in ESL. However, instruction is adapted to meet the needs of students who are not proficient in English.

Sheltered English or content-based programs
These group language minority students from different language backgrounds together in classes where teachers use English as the medium for providing content area instruction, adapting their language to the proficiency level of the students. They may also use gestures and visual aids to help students understand. Although the acquisition of English is one of the goals of sheltered English and content-based programs, instruction focuses on content rather than language.
Structured immersion programs
These use only English, but there is no explicit ESL instruction. As in sheltered English and content-based programs, English is taught through the content areas. Structured immersion teachers have strong receptive skills in their students' first language and have a bilingual education or ESL teaching credential. The teacher's use of the children's first language is limited primarily to clarification of English instruction. Most students are mainstreamed after 2 or 3 years.

Conclusion

Successful program models for promoting the academic achievement of language minority students are those that enable these students to develop academic skills while learning English. The best program organization is one that is tailored to meet the linguistic, academic, and affective needs of students; provides language minority students with the instruction necessary to allow them to progress through school at a rate commensurate with their native-English-speaking peers; and makes the best use of district and community resources.

Citations

Excerpted from: Rennie, J. (1993). ESL and Bilingual Program Models. ERIC Digest. ERIC Clearinghouse on Languages and Linguistics. Digest based on an article in (August, 1993) Streamlined Seminar (vol. 12, no.1). National Association of Elementary School Principals.

References

Collier, V. P. (1992). A Synthesis of studies examining long-term language minority student data on academic achievement. Bilingual Research Journal, 16, p. 187-212.

Garcia, E. (1991). Education of linguistically and culturally diverse students: Effective instructional practices. Educational practice report number 1. Santa Cruz, CA and Washington, DC: National Center for Research on Cultural Diversity and Second Language Learning. (ERIC Document Reproduction Service No. ED 338 099)

Lucas T., Henze, R., & Donato, R. (1990). Promoting the success of Latino language minority students: An Exploratory study of six high schools. Harvard Educational Review, 60 (1), 315-340.

McKeon, D. (1987). Different types of ESL programs. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics.

Pease-Alvarez, L., Garcia, E., & Espinosa, P. (1991). Effective instruction for language minority students: An early childhood case study. Early Childhood Research Quarterly, 6, 347-361.

Ramirez, J. D., Yuen, S. D., & Ramey, D. R. (1991). Longitudinal study of structured English immersion strategy, early-exit, and late-exit transitional bilingual education programs for language-minority children. San Mateo, CA: Aguirre International.

Tikunoff, W., Ward, B., van Broekhuizen, D., Romero, M., Castaneda, L.V., Lucas, T., & Katz, A. (1991). A Descriptive study of significant features of exemplary special alternative instructional programs. Washington: U. S. Department of Education, Office of Bilingual Education and Minority Languages Affairs.

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Program Models for Teaching English Language Learners

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Children from families in which English is not the language of the home represent a rapidly increasing percentage of students enrolled in U.S. schools. Language minority students can be found in schools across the country, not just those in large cities or in areas near the U.S.-Mexican border.

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Durante las discusiones y ensayos, observe cómo los estudiantes articulan su comprensión del modelo y su aplicación a experiencias personales.

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Revise los ensayos escritos por los estudiantes para evaluar su comprensión del modelo y la conexión con sus experiencias bilingües.

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Administre un cuestionario para evaluar el entendimiento general del modelo de Hornberger y su aplicación personal.

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Reflexionen juntos sobre lo aprendido hoy y cómo estos conceptos pueden aplicarse a futuros entornos de aprendizaje,

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Escribe una frase que resuma tu comprensión del modelo continuó de Hornberger y su relevancia para tu aprendizaje de idiomas.

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Investiga y redacta un breve informe sobre un autor o libro que haya influido en tu aprendizaje de español o inglés, relacionándolo con el modelo de Hornberger.

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Participa en un juego en línea que refuerce el vocabulario en español e inglés, reflejando la idea de aprendizaje continuo.

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Games to use at home, school, or anywhere you want to practice language skills!

Ready to encourage your language learner to speak more in the target language? These fun games will help provide a time to practice speaking - in any language! What's more, these easy games can be squeezed into any quick window in your day. Play one in the car, during lunch, or out on a family hike.

Why word games? Playing word games like these lets your child enjoy the target language! Language learning shouldn't be about verb conjugations or memorizing vocabulary. It should be about fun and meaningful interaction with other people! We want kids to have a positive view of the language.

Speaking games also encourage our children to becomeactive bilinguals - who can speak their target language. On the other hand, passive bilinguals are people who can understand but struggle to speak the minority language. It's important to be intentional about providing speaking practice.

These games give your child the opportunity to develop both receptive (listening) and productive (speaking) language skills! But did you know language games like these also help lay a foundation for learning to read? You'll weave in rhyming practice and build your child's vocabulary as you play!

Related post: 7 Strategies to Get Your Child to Speak The Minority Language

I've used these engaging word games with my Spanish and English language learners at school as well as my own three children at home. Some are more suited for younger children practicing rhymes or animal names, and some would be better for children with advanced language skills. Remember to pick a game that will match your child's language abilities. Enjoy!

I Spy / Veo Veo

In this classic game, one player picks an object in the room and the other player guesses what it is. Someone starts by saying "Veo, veo..." (I see, I see...). The other player says "¿Qué ves?" (What do you see?). Then the first person might say "Veo, veo, algo verde" (I spy something green). The other player might ask "¿Es grande?" (Is it big?) or "¿Es redondo? (Is it round?). Try to use colors, shapes, and sizes!

In English, we say "I spy with my little eye..." There are many variations of the game. You might say "I spy with my litle eye... something green." You could also say something that starts with the letter 't', something round, etc.

Simon Says

Have you played this easy game? One person is the leader and the other players follow their instructions. When the leader says, "Simon says..." before a request, the players complete the action. For example, "Simon says touch your head." "Simon says hop on one foot", or "Simon says stand up." But when the leader leaves off "Simon says," players stay still and don't complete the action! Don't hop on that foot if Simon didn't say to!

20 Questions

My kids and I love playing this language game in the car! First, we pick a category like animals or people. One player picks the secret answer in their head (e.g. a zebra for animals or a grandparent for people). The other players ask up to 20 yes or no questions to try to figure out the secret answer. So much vocabulary to practice here! For animals, we might ask "Is it a mammal?" or "Can it swim?" The object of the game is to be able to correctly guess the secret answer!

If you have Alexa or Google Home, ask it to play 20 Questions with you!

Make a Rhyme

For young learners, practicing rhyming words is an important phonemic awareness activity. This simply means that the child is learning that words are made up of different parts, and they can manipulate the sounds to make different words. We used to play this game when I pushed my kids in the stroller on a walk. You say three rhyming words and the child repeats them and adds one more. The parent or teacher says "Sun, one, fun..." And the child says "Sun, one, fun... RUN!" In Spanish, I might say "Sol, rol, col..." and the child adds "gol!" Feel free to use made up words as long as they rhyme.

Diego Disappears

When I was a child, we called this game Hangman. Now I call it Diego Disappears or Diego Desapareció. To play, one person picks a word, thinks about how it's spelled, and draws a dash under where each letter will go. Next, they draw a stick person to represent Diego. The other player(s) try to guess the word one letter at a time. If the word contains the guessed letter, player one writes it on the correct line. If it doesn't contain that letter, player one erases a part of Diego's stick body. The guessing players try to correctly guess the word before Diego disappears!

Categories

This fun game can be played a few ways. My favorite is the easiest way - just pick a category and see how many words you can come up with to fit the category! For example, my kids and I might pick Reptiles for our category. Then we take turns (go in a circle if you'd like) naming reptiles in the target language. To make it more competitive, time yourselves for one minute and see how many you can get. Some category ideas for you (this is a great one for a variety of different vocabulary levels): shapes, animals, colors, dairy products, sports, or countries where your language is spoken.

Finish My Pattern

Here is another one for young students! My preschooler adores this game right now. Similar to Make a Rhyme, the leader starts with a pattern, and the child finishes it. This game lends itself well to practicing preschool concepts like numbers, shapes, and colors. The teacher could start with, "Red, red, blue... red, red..." (an AAB pattern) and the students will finish with "BLUE!" Or, in Spanish, we could say "Círculo, cuadrado, triángulo... círculo, cuadrado..." [circle, square, triangle] (an ABC pattern). The child finishes the pattern with "Triángulo!"

Two Truths and a Lie

Two Truths and a Lie is an exciting one for older students. Each player thinks of three statements about themselves. Two must be true statements, and the third a lie. Going around in a circle, each player tells their three statements. The other players must use the target language to guess which one is the lie. Here's an example: "I've traveled to Mexico. I have two brothers. My favorite sport is volleyball." This is a great language practice game that also helps students get to know each other!

Want MORE great games?? Family Game Night! 10 Board Games to Play in Spanish or English

Charades

I'm guessing you've played charades before! My own kids love playing animal charades at home. Why not use this game for language practice? To play, we like to designate a category. Pick something the kids already know or need to practice in terms of vocabulary. Some category ideas might be animals, sports, movies, books, or famous people. One player picks a word in that category to pantomime. When they act it out (no talking!), the other players try to guess the word. The first player who guesses it correctly gets a point. Set a number of points (like five) to win the game.

You can find many free printable charades cards online. Look for some with words in your target language (or pictures only). Try these free printable cards in English (from Happy Mom Hacks). Or these printable cards in Spanish (from Spanish Playground).

Consecutive Storytelling

This is one of my favorites to get kids laughing and having fun! In this game, you work together as a team to create a story. Each person takes a turn adding on the next part to the story. One person starts by telling at least one sentence. It can be about anything they'd like! "Once there were two silly sisters who lived in a forest with their dragon." The next player listens and then continues the story with another sentence. You can set your own rules about how much each person adds - one sentence, a minute of talking, or however it works best for you! If your kids are like mine, you're going to end up with one crazy story!

Secret Word

Finally, Secret Word is a more challenging game for learners who already have good speaking skills. Here's how I've played it before: the leader gives the first player a topic and a secret word. It's most fun if they are unrelated. The player must speak in the target language for 30 seconds to one minute about the topic, somehow including the secret word. Then, the other players take turns guessing which was the secret word. Here's an example: I might tell my son to talk about the beach (the topic), and his secret word is mittens (the secret word).

Try a new language game today!

I hope that these fun word game ideas will get you and your family or class speaking in the target language! Which one do your kids like best? I'd truly love to hear! Let me know if you try them out and how it goes. You can find me on Instagram, Facebook, Pinterest, or Twitter.
You might also enjoy these posts about langauge learning:

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Great Games to Get Your Language Learner Speaking

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Fun word games to practice speaking skills for language learners of any language - for school, home, or on the go!