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When reading and listening to the provided material, I had several takeaways. One of the major takeaways from the podcast was that AI could lead to a decline in bilingualism in the future, as people may rely on AI to translate instead of learning new languages. I agree with this, and it’s disheartening to see people choose not to learn another language but instead translate everything using their phones. One of the key takeaways from the reading was that monolingual English speakers sometimes consider bilinguals to be inferior. I believe the author makes a strong point here because I experienced this with a former friend when I began speaking Spanish. It made me feel like I shouldn’t speak Spanish at all since most people speak English. What surprised me most from the podcast was the information that bilingual individuals show a delayed onset of Alzheimer's and other types of dementia. I found that unexpected because I had never heard of it before, and it’s fascinating to know. One connection I can make to my experiences in bilingual classrooms is that some kids and even teachers view students who speak more than one language as somehow inferior. These are my reflections on the reading and podcast!

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When watching the video, I had many takeaways. Even though the video was short I got a lot of information I didn't know before. The Lau vs. Nichols Supreme Court case was a big moment for bilingual education and the rights of non-English speaking students in American schools. The video explained how giving non-English-speaking students the same resources and education as English-speaking students isn't fair. It also stated that after the case, schools began looking for more bilingual teachers, as they were greatly needed. I was surprised that it took them that long to recognize bilingual students as any other student. In bilingual classrooms, this ruling highlights the importance of using different teaching methods to help students learn both the subject and the language. I found this video to be very informative!

Professor my book didn’t arrive on time so I couldn't read the chapter assigned.

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While watching the video and reading the chapters, I had some key takeaways. The aspect that stood out to me the most was transitional bilingual education. I found it stimulating how these programs help students develop proficiency in both their native language and English, allowing them to maintain their cultural identity while preparing for success. I have also seen how the power of culturally relevant pedagogy—specifically, lessons tied to students’ backgrounds—significantly boosts engagement in classrooms. The focus on peer interaction fosters a supportive environment, while involving families strengthens the home-school connection. Overall, the video and the readings highlighted the importance of a culturally responsive approach in bilingual education, leading to better academic outcomes.

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While reading both texts, I had several key takeaways. In the book Lessons from a Dual Language Bilingual School, the author claims that "the multilingual focus of the school-wide bilingual program at Dos Puentes works to counteract this message that permeates our society, by taking a decidedly multilingual stance to celebrate and center the multilingual and multicultural members of our community." I was surprised that this school could implement such a successful bilingual program to support its students. I love how Dos Puentes' bilingual program promotes multilingualism, celebrating the diverse languages and cultures within its community. More schools should adopt programs like this. In Foundations of Bilingual Education and Bilingualism, the author argues that strong parent-teacher involvement, positive school-community relationships, and local economic factors are crucial for successful bilingual education. I agree with this, as a lack of parental involvement would hinder understanding whether the program is effective. These were some of the main takeaways from my readings.

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Dual-Language Programs Are on the Rise, Even for Native English Speakers (Published 2015)

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School districts are investing in new and expanded initiatives in New York City and elsewhere.

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While reading and watching the video, I found some takeaways. The article shows how undocumented students in elementary school make careful decisions about when to share or hide their migratory status. These choices affect how they interact with their classmates and teachers. When I was younger, I was scared to say that my parents immigrated to America just in case someone reported them, so I can't even imagine how many more children also felt this way. Often, educators do not see these struggles, which makes it important for schools to be more aware of their needs and challenges. Teachers can help by creating a safe and welcoming environment where students feel supported, without being forced to reveal personal information. In the video, I liked how Kleyn let the kids know that their accents are part of their identity. I don't think it should be something to be ashamed of but something to be proud of. This relates to bilingual classrooms, where students also juggle their cultural identities, and teachers work to ensure everyone feels safe and included.

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After reading the article and watching the video about the linguistic landscape, I had many thoughts about it. I noticed that in the video, the girl was in London’s Chinatown, but it didn’t only have Chinese restaurants or stores, it also featured Japanese, Thai, Korean, and French billboards and shops. This made me realize how Koreatown in New York also has many different languages represented, even though it is primarily Korean. I’ve seen Japanese stores and Chinese restaurants there. The people who visit Koreatown don’t only speak Korean, they speak other languages too! In bilingual classrooms, this concept is reflected in the materials and displays around the room. For example, posters, labels, and instructions in both languages highlight the value and presence of both languages in that space. This visual representation can promote inclusivity for students who speak different languages. Overall, the reading and video were really interesting!

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While reading the chapter and watching the accompanying video, I observed the various ways the arts are being integrated into bilingual education programs. Chapter 18 highlighted how students were introduced to capoeira, a Brazilian dance form with deep historical significance. The teacher not only taught the movements of capoeira but also explained its history, emphasizing how enslaved people developed it as a form of resistance. Capoeira allowed them to defend themselves and resist capture, concealing its combative nature within music, song, and dance. I find it fascinating that through this art form, students not only learn about Brazilian culture but also gain insight into its history of resilience. Additionally, the video illustrated how students have the unique opportunity to work alongside real artists, enriching their learning experience and helping them see how their language skills can be applied in real-world situations. This integration of the arts truly enhances their educational journey, blending culture, history, and language in a meaningful way.

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While reading both books' chapters, I've encountered many takeaways. The book "Foundations of Bilingual Education and Bilingualism" and "Lessons from a Dual Language Bilingual School," looks at the educational needs of bilingual and multilingual children who need extra support, including those in gifted programs. It stresses the importance of bilingual special education and inclusive practices. These books explain how important assessments are for identifying and placing these students and warn about the risks of misidentifying them, which can lead to wrong placements. It critiques the terms used for special needs, which often focus on what students can’t do rather than what they can do, and points out that different countries use different terms. I found it interesting that it emphasizes the need for assessment practices that are sensitive to different cultures and recognize the various strengths of bilingual students in their social and cultural contexts. These were some of the main takeaways from my readings.

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While reading and listening to the podcast, I had several important takeaways. I noticed that the book discusses how most bilingual people switch languages depending on the situation they’re in. One activity in the book involved a video called 'When You Code Switch at Work' by Pero Like. I was impressed that students quickly noticed how the woman in the video used Dominican Spanish with friends and family but switched to formal English in a work setting. They also pointed out how her tone and body language changed when she spoke in the language she was most comfortable with.

In my fieldwork classroom, I had a student who had recently moved from Mexico and didn’t feel at ease speaking only in English. When I worked with him, we both used Spanish, and I could see he felt more relaxed and open, knowing he could communicate in a language he preferred. This experience showed me how important translanguaging is in bilingual classrooms. It helps students feel accepted and confident by allowing them to use all the languages they know. When students can mix languages, they can express themselves fully and feel more comfortable sharing their ideas. Overall, translanguaging supports not only language growth but also creates a more inclusive and empowering environment for bilingual students.

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When watching the video and reading the article, I had many takeaways. One point that stood out to me was when the person in the video said that white people learning two languages are often labeled as gifted and talented, while racialized children doing the same are seen as English language learners or limited in English. This resonated with me because I was labeled an English language learner despite being fluent in both languages. The article discussed unfair trends in Dual Language Bilingual Education (DLBE), comparing them to gentrification, where privileged groups take over spaces. DLBE programs teach in English and another language for much of the school day, aiming to develop bilingual skills, cultural understanding, and awareness of social issues. It also explained how most U.S. schools focus only on teaching English, but it was encouraging to learn that DLBE programs are expanding.