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AIS Chennai 4-8 - Session 3 Planning with Multilinguals in Mind RW Workshop (1)

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AIS Chennai 4-8 - Session 2 Planning with Multilinguals in Mind RW Workshop

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GOT: What will you carry with you? What was a takeaway?

WANT: What are you wondering? What would you like to dig into in upcoming sessions?

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colleen@erinkentconsulting.com

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Cooperative Children's Book Center (CCBC)

The CCBC is a unique and vital gathering place for books, ideas, and expertise in the field of children's and young adult literature. The CCBC is a noncirculating examination, study, and research library for Wisconsin school and public librarians, teachers, early childhood care providers, university students, and others interested in children's and young adult literature. The CCBC is part of the University of Wisconsin-Madison School of Education, and receives additional support from the Wisconsin Department of Public Instruction. More about the CCBC.

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The Cooperative Children's Book Center (CCBC) is a unique and vital gathering place for books, ideas, and expertise in the field of children's and young adult literature.

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Describe your experience. How did your knowledge of language(s) help you?

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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The Multilingual Learning Toolkit is an online hub for research-based key principles, instructional strategies, and associated, free, practical, and easy-to-use resources that are geared towards educators who teach PreK-3rd Multilingual Learners. As the resource library continues to grow, make sure you stay connected for the latest updates by filling out the short sign-up form at the bottom of the page.
Learn about the project >

Learn about the best way to use this site

To enhance your experience, we recommend you start with learning how to use the Multilingual Learning Toolkit.
Visit how to use this site >

Learn about the best way to use this site

To enhance your experience, we recommend you start with learning how to use the Multilingual Learning Toolkit.
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A collaborative effort among organizations and individual experts

A collaborative effort among organizations and individual experts

The Multilingual Learning Toolkit is the result of the partnership between a diverse group of stakeholders, maximizing the expertise of local and national practitioners, researchers, and advocates who are champions for Multilingual Learners (MLs). The guide serves as an introduction to supporting young MLs in PreK-3rd Grade, sharing the foundational principles and evidence-based strategies for instruction that are critical for educators to know.
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Key foundational principles for educators working with Multilingual Learners
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Multilingual Learning Toolkit * Dual Language * Multilingualism

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Promoting the benefits of multilingualism and providing resources supporting Pre-K through 3rd grade multilingual children and teachers.

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Connect with educators around the world!

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Translanguaging - should we all be doing it? - Article

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Translanguaging - should we all be doing it? - Article

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Translanguaging - should we all be doing it?

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Translanguaging is becoming a hot topic in education, especially in international schools, where linguistically diverse classes are the norm. However, the topic also generates confusion and concern for many educators, due to the fluid nature of the definition and conflicting/concurrent definitions such as code-switching, code-meshing, interlingual teaching and so on.

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Click to make a copy. Complete personal rating.
-What are your current strengths?
-Where might you want to focus more attention?

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-How am I already fostering flexible use of languages?
-What ideas am I interested in trying?

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François Grosjean

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François Grosjean
University of Neuchâtel, Switzerland

A number of myths about bilingualism are discussed in my new book, Bilingual: Life and Reality (Harvard University Press, 2010). They are summarized here.

Bilingualism is a rare phenomenon. WRONG. It has been estimated that more than half the world's population is bilingual, that is lives with two or more languages. Bilingualism is found in all parts of the world, at all levels of society, in all age groups. Even in countries with many monolinguals, the percentage of bilinguals is high. For example, one can estimate that there are as many as 50 million bilinguals in the United States today.

Bilinguals acquire their two or more languages in childhood. WRONG. One can become bilingual in childhood, but also in adolescence and in adulthood. In fact, many adults become bilingual because they move from one country (or region) to another and have to acquire a second language. With time, they can become just as bilingual as children who acquire their languages in their early years (minus the native speaker accent). In general, people become bilingual because life requires the use of two or more languages. This can be due to immigration, education, intermarriage, contact with other linguistic groups within a country, and so on.

Bilinguals have equal and perfect knowledge of their languages. WRONG. This is a myth that has had a long life! In fact, bilinguals know their languages to the level that they need them. Some bilinguals are dominant in one language, others do not know how to read and write one of their languages, others have only passive knowledge of a language and, finally, a very small minority, have equal and perfect fluency in their languages. What is important to keep in mind is that bilinguals are very diverse, as are monolinguals.

Real bilinguals have no accent in their different languages. WRONG. Having an accent or not in a language does not make you more or less bilingual. It depends on when you acquired your languages. In fact, some extremely fluent and balanced bilinguals have an accent in the one, or the other, language; other, less fluent, bilinguals may have no accent at all.

Bilinguals are born translators. WRONG. Even though bilinguals can translate simple things from one language to another, they often have difficulties with more specialized domains. The reaction people have is almost always, "But I thought you were bilingual!". In fact, bilinguals use their languages in different situations, with different people, in different domains of life (this is called the complementarity principle). Unless they learned their languages formally (in school, for example), or have trained to be translators, they often do not have translations equivalents in the other language.

Mixing languages is a sign of laziness in bilinguals. WRONG. Mixing languages such as code-switching and borrowing is a very common behavior in bilinguals speaking to other bilinguals. It is a bit like having coffee with milk instead of just straight black. The two language repertoires are available in bilingual situations and can be used at will. Many expressions and words are better said in the one or the other language; mixing permits to use the right one without having recourse to translation which simply may not do justice to what one wants to express. This said, in other situations, bilinguals know that they cannot mix their languages (e.g. when speaking to monolinguals) and they then stick to just one language.

Bilinguals are also bicultural. WRONG. Even though many bilinguals are also bicultural (they interact with two cultures and they combine aspects of each), many others are monocultural (e.g. the inhabitants in the German speaking part of Switzerland who often acquire three or four languages during their youth). Thus one can be bilingual without being bicultural just as one can be monolingual and bicultural (e.g. the British who live in the USA).

Bilinguals have double or split personalities. WRONG. Bilinguals, like monolinguals, adapt their behavior to different situations and people. This often leads to a change of language in bilinguals (e.g. a Japanese-English bilingual speaking Japanese to her grandmother and English to her sister). This change of language has led to the idea that bilinguals are "different" when speaking the one, or the other, language. But like monolinguals, it is the situation or the person one is speaking to which induces slight changes in behavior, opinions, feelings, etc., not the fact that one is bilingual.

Bilinguals express their emotions in their first language. WRONG. Some bilinguals have grown up learning two languages simultaneously and hence have two first languages with which they will express their emotions. And for the majority of bilinguals who have acquired their languages successively-first one language and then, some years later, another-the pattern is not clear. Emotions and bilingualism produce a very complicated but also very personal reality that has no set rules. Some bilinguals prefer to use one language, some the other, and some use both of them to express their feelings and emotions.

Bilingualism will delay language acquisition in children. WRONG. This is a myth that was popular back in the middle of the 20th Century. Since then much research has shown that bilingual children are not delayed in their language acquisition. This said, one should keep in mind that bilingual children, because they have to deal with two or more languages, are different in some ways from monolingual children, but definitely not on rate of language acquisition. As for bilingual children with language challenges (e.g. dyslexia), they are not proportionally more numerous than monolingual children with the same challenges.

The language spoken in the home will have a negative effect on the acquisition of the school language, when the latter is different. WRONG. In fact, the home language can be used as a linguistic base for acquiring aspects of the other language. It also gives children a known language to communicate in (with parents, caretakers, and, perhaps, teachers) while acquiring the other.

If parents want their children to grow up bilingual, they should use the one person - one language approach. WRONG. There are many ways of making sure a child grows up bilingual: caretaker 1 speaks one language and caretaker 2 speaks the other; one language is used in the home and the other outside the home; the child acquires his/her second language at school, etc. The critical factor is NEED. The child must come to realize, most of the time unconsciously, that he/she needs two or more languages in everyday life. This is where the one person - one language approach often breaks down as the bilingual child quickly realizes that the weaker (often minority) language is not really needed (the caretakers or other family members often speak the other, stronger language, to one another, so why keep up the weaker language?). A better approach is that all family members use the weaker language at home, if at all possible, so as to increase the child's exposure to it and mark the language's "main" territory.

Children raised bilingual will always mix their languages. WRONG. If bilingual children interact in both bilingual and monolingual situations, then they learn to mix languages at certain times only. When they are with monolinguals (e.g. Grandma who doesn't speak any English), they quickly learn to speak just the one language (communication breaks down otherwise). It is important though that the situation be truly monolingual (and not a "pretend situation" in which a bilingual parent pretends not to know the other language); children will make an effort to speak only one language if they feel it is vital for communication. Thus, caretakers will want to create natural monolingual environments where children will need, and hence use, just one language.

For further reading click on the following links:

1. François Grosjean's new book Bilingual: Life and Reality (Harvard University Press, 2010)

2. A short text, "What parents want to know about bilingualism", by François Grosjean

3. An interview of François Grosjean on bilingualism

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Francois Grosjean - Myths about bilingualism bilingualism

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Francois Grosjean, François Grosjean, Grosjean, psycholinguistics, language processing, bilingualism, biculturalism, sign language, aphasia, applied linguistics, BIMOLA, language processing in aphasics, prosodic structures, second language grammar checking, Life with two languages, Bilingualism: Language and Cognition

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Crisfield Educational Consulting

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The myth of the ‘native-speaker’ teacher

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Last week I worked with three different schools in the Netherlands, all with different profiles. All of them are international schools, using a variety of national and international curricula. When non-English background parents put their children in these types of schools, they generally have very…

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Article with lenses for planning for translanguaging

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Translanguaging for Emergent Biliguals - Fu, Hadjioannou, Zhou

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Translanguaging for Emergent Biliguals - Fu, Hadjioannou, Zhou

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Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom (Language and Literacy Series)

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Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom (Language and Literacy Series) [Fu, Danling, Hadjioannou, Xenia, Zhou, Xiaodi, Genishi, Celia, Alvermann, Donna E., García, Ofelia] on Amazon.com. *FREE* shipping on qualifying offers. Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom (Language and Literacy Series)

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Culturally Responsive Teaching for Multilingual Learners

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What will you do to promote multilingual learners’ equity? Our nation’s moment of reckoning with the deficit view of multilingual learner…

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Centre for Educators of Bilingual and Multilingual Learners

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Centre for Educators of Bilingual and Multilingual Learners

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Excellent blog with ideas for honoring all languages.

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A UK-based social enterprise that focuses on equipping international schools with multilingualism and bilingualism best practices. Read Blog

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While focused on the context of the US, this website gives practical examples of translanguaging in the classroom.

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Since 2011, CUNY-NYSIEB has developed a wealth of resources which school leaders, teachers, and communities can use to support emergent bilingual learners. The concrete tools and strategies we present here unite theory with practice, and respond to needs identified by our partner schools across New York State.

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Using Translanguaging to Grow Multilingual Readers and Writers

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Using Translanguaging to Grow Multilingual Readers and Writers

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EKC Connections: Interview with

Dr. Cecilia M. Espinosa & Dr. Laura Ascenzi-Moreno

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKCC #10 - Dr. Cecilia M. Espinosa & Dr. Laura Ascenzi-Moreno | Erin Kent Consulting (EKC)

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Using Translanguaging to Grow Multilingual Readers and Writers

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AIS Chennai 4-8 Planning with Multilinguals in Mind RW Workshop- Session 1

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Click to make a copy. Complete personal rating.
-What are your current strengths?
-Where might you want to focus more attention?

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- we are asking them to do something exhausting and very challenging every day - yet they come with a positive attitude.
- strong L1 R/W skills
_resourceful -resilient, positive, determined to succeed

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Our students are conscientious, flexible and multicultural (they have a wealth of knowledge and experiences that are unique!)

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Persistent - they really put energy into learning

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Persistent - they really put energy into learning

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Our learners are mostly ELL's(majority Korean) who are adaptable, resilient, resourceful,  collaborative, and able to strategize.

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Students are versatile, resilient, collaborative, and display the capacity to think out of the box.

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Our learners are a majority of multilingual learners. For some of them this is their first international experience and for them to meet the expectation of performing at grade level in a foreign language reflects exceptional resilience, courage, and perseverance

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Our ELLs code switch many times throughout the day between their first language and English. Additionally, they attempt to bridge the gap between their proficiency level in English and their grade level. They show perseverance every day!

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GOT: shared ideas of where we are and where we want to go
feel positive about our culture

WANT: Toolbox strategies to differentiate for specific TC-type lessons
Share examples of what we already do well
The balance question
**A reading unit that is not content based, a la 'building a reading life' to go with our new writing unit
'stacks' of level appropriate examples

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- Would like to dig more into specific trans languaging strategies
- Planning steps for translanguaging
- What are different ways to incorporate multilingual communication
- Wondering how long it would take to create translanguaging resources that help ELLs
- Best practices to include multilingual speakers for curricular events

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GOT: The Design Principles that Support Translanguaging, Multilingual Ecology Scale,and the Types of Responsiveness scale were all very helpful in reflecting on our practices and considering next steps.

Wants: Clarity regarding approximate time during reading and writing workshops that should spent on home language vs. English. How to assess skills vs. language ability.

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Gots:
A good refresher/ reminder translanguaging pedagogy

Data Collection Tool

Multilingual Ecology Tool

Elevating consciousness

Wants:

Further exploration around using translator- how it affects the process of language learning, etc.

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Input, Processing, Output Model & Examples

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Input, Processing, Output Model & Examples

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AIS Chennai 4-8 - Session 2 Planning with Multilinguals in Mind RW Workshop (1)

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Translanguaging Across the Writing Process Ideas

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Translanguaging Across the Writing Process Ideas

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AIS Chennai 4-8 - Session 2 Planning with Multilinguals in Mind RW Workshop (2)

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Translanguaging - should we all be doing it? - Article

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Translanguaging - should we all be doing it? - Article

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Translanguaging - should we all be doing it?

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Translanguaging is becoming a hot topic in education, especially in international schools, where linguistically diverse classes are the norm. However, the topic also generates confusion and concern for many educators, due to the fluid nature of the definition and conflicting/concurrent definitions such as code-switching, code-meshing, interlingual teaching and so on.

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Planning for Translanguaging Across the Writing Process

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Planning for Translanguaging Across the Writing Process

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Make a copy or use as a guide on the side. Please post an artifact of your planning so we can continue to grow ideas together!

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Writing - Supporting Word Study & Leveraging Translanguaging - AISC

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AIS Chennai 4-8 - Session 2 Planning with Multilinguals in Mind RW Workshop (3)

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GOT: What will you carry with you? What was a takeaway?

WANT: What are you wondering? What would you like to dig into in upcoming sessions?

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Takeaways: Putting more visuals on the walls and building a culture of referring to multilingual anchor charts. Co creating multilingual checklists. Working with partners to use the checklist to self assess and plan next steps.

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-Rehearse in L1 before planning in English
-Using the "shades of meaning" chart for vocab/synonyms
-write dialogue in first language when writing narrative
-research in home language sources for greater perspectives (e.g. in current events, historical events)

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Got: loved the visual highlighting the complexities of the writing process. I liked the examples of translanguaging in process as students are asked to produce different products

Want: I would appreciate seeing videos of this process at different section levels (ES vs MS) and I have also been thinking alot about how Google translate is being heavily used in MS for writing assignments and how do we use it to develop English language instead of just translating.

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Example of Selecting Goal for Grammar inquiry

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Example of Selecting Goal for Grammar inquiry

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GOT: What will you carry with you? What was a takeaway?

WANT: What are you wondering? What would you like to dig into in upcoming sessions?

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Identifying phonics needs, word recognition

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Takeaways: The importance of Read Alouds and some hows to do intentionally do it for the MLLs. Challenge is finding the text that will be accessible to all.

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Notable Sentences (and Some Passages) for Imitation and Creation

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Notable Sentences (and Some Passages) for Imitation and Creation

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This blog is both a forum for collaboration and a resource for language arts teachers to use. Please use the sentences you find here as models for exploration and imitation in your classrooms, and add to them as you find strong examples through your personal and class readings. Use the sidebar to the left to view or add to the collected sentences.

The idea for the blog grew from a conversation at one of Jeff Anderson's workshops. Jeff is the author of Mechanically Inclined: Building Grammar, Usage, and Style into Writer's Workshop , a very practical and valuable exploration of grammar and writing instruction. Through discussion of how to promote positive development of students' grammar knowledge and writing style, Jeff encouraged us as teachers to find powerful model sentences in the stories and books we read, and to present these sentences to our students as models for discussion (what he calls "noticing") and imitation. When teachers asked if there is a collection of these model sentences somewhere, the idea for this blog was born. Jeff's second book, Everyday Editing: Inviting Students to Develop Skill and Craft in Writer's Workshop , also holds many lessons to help you teach editing outside of the "vacuum" of canned instruction.

Use in the Classroom: These are meant to be noteworthy sentences from published authors that students can examine ("What things do you notice about this sentence?") and imitate ("Now you try it, using this sentence as an example.") within the context of writing instruction of all types. Some sentences could also serve as leads, prompts, or stems for journal entries or more formal writing assignments.

Organization of Blog: In the left sidebar, I have grouped these entries in a variety of ways, knowing that teachers look for sentences for many reasons. There is a general "Best Sentences Ever" Section, and below that there are numerous more specific categories of the following titles: Parts of Sentences (with subheadings of Parts of Speech, Phrases, and Clauses), Purpose of Sentences, Structure of Sentences, Length of Sentences, Syntax Techniques, Figurative Language, Sound Devices, Literary Techniques, Punctuation, and Style/Voice.

How to use this site as a resource: Use the links in the left sidebar to select a category of sentences. Once on the category page, click on individual types of sentences to view or add sentences. Read the "Comments" to find sentences relevant to your current search.

How to contribute to this resource: Below any post about a type of sentence, click on the "Comments" link, and type the sentences according to the following directions. Please write out your selected sentence(s) in quotations, followed by the name of the author, the work in which these lines appear, and the page number(s) on which these lines appear. Please proofread before posting. NOTES: Colorful quotations are wonderful, but please try to make sure they are also appropriate. If you have a strategy that has worked well with this particular sentence you are posting, you may also include a brief description of that strategy.

Thanks for contributing! If you have a comment or suggestion, you may email me at lswolter@gmail.com.

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Notable Sentences...for Imitation and Creation

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"As writers, we learn most of what we know just by watching the pros, don't we?" ~John R. Trimble

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Patterns of Power Planning Process - KIS MS

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Want: How to support students hear sounds that do not exist in their dominant language.

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The idea of using shorter texts and videos to help MLL's access content was very helpful.

We would like explore how best to approach spelling and word study.

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Got: Expanded my thinking around using shorter texts for lessons and skills study

Want: Support for instructing small group  upper grades lower/beginner level EAL. How to decide highest leverage skills to teach?
- Spelling and Vocabulary strategies. How to develop strong spelling knowledge over time and strategies for building targeted vocabulary.

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Using Translanguaging to Grow Multilingual Readers and Writers

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Using Translanguaging to Grow Multilingual Readers and Writers

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EKC Connections: Interview with

Dr. Cecilia M. Espinosa & Dr. Laura Ascenzi-Moreno

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKCC #10 - Dr. Cecilia M. Espinosa & Dr. Laura Ascenzi-Moreno | Erin Kent Consulting (EKC)

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Using Translanguaging to Grow Multilingual Readers and Writers

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Some Criteria for Identifying Tier Two Words

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Some Criteria for Identifying Tier Two Words

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EKC

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A great resource where you can (or you can teach the kids to) make matrices.

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Morphology Home / Matrix Home

Welcome

Welcome to the main information page for Mini Matrix-Maker.

We aim to provide a simple low-cost web-based tool for creating word matrices, similar to the one below. For the moment, the current version is free.

Visit our Morphology Home page for other useful tools, which can help you improve your matrices.

Run Mini Matrix-Maker (free version)

Click the link below to run the program.

www.neilramsden.co.uk/spelling/matrix/run.html?version=temp

You may wish to add a bookmark to this link.

Please read the current terms and conditions before running it. They may be updated periodically.

Free Usage

We may charge for using the Mini Matrix-Maker in future, but for the moment usage is free. The most likely next step will be to include a voluntary donation box to help keep this web-site active.

Using Mini Matrix-Maker now doesn't commit you to any future involvement.

Example Matrix

View a sample Matrix Results Page, built from word sums around the base element <mode>.

What is Mini Matrix-Maker?

Mini Matrix-Maker will automatically build a word matrix for you from the set of word sums in your word family.

Normally, deciding how to organise your word matrix can be hard to get right and even one small change to your word sums can make a big difference in how the matrix looks.

Mini Matrix-Maker makes life easy for you, because all you have to do is concentrate on the word sums. From there, building an accurate, attractive matrix is all done for you.

How do you use a Word Matrix?

Word matrices are powerful tools for exploring and testing knowledge of word structure. They provide a graphical shorthand for illustrating families of interrelated words.

Word matrices read from left to right.

From them, you make single, complete words.

You may use one element from a column at a time.

You don't have to take an element from every column of a matrix - but you must not "leapfrog" over a column.

How does Mini Matrix-Maker compare with Word Microscope?

The Word Microscope program can more actively guide you in creating word sums and matrices. It recognises prefixes, bases, connecting vowels and suffixes, and includes checks and reference tools. You can also easily save and retrieve your work, or print a customised findings log.

Learn more by reading the quick comparison between Word Microscope and the Mini Matrix-Maker.

There is a Word Microscope download for Microsoft Windows, which can be used for free for a limited period.

Word matrices originated within Real Spelling. Visit the Real Spellers web-site to discover more about Real Spelling concepts and the role of matrices in understanding English orthography.

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Welcome to the main information page for Mini Matrix-Maker.

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Make a Copy before planning.

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from Vocabularians (2015)

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Multisyllabic words and Closed Syllables

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Multisyllabic words and Closed Syllables

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Usefulness of closed syllable Really Great Reading

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Types of syllables From Really Great Reading

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I used to think that teaching MLLs vocabulary was important to building students' word banks. Now I'm thinking that teaching word parts and syllables can help them make sense of English from a wider view and feel more capable of learning many words.

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I used to think that translanguaging is difficult to implement and now I think that it is a useful tool to help make more substantial connections with students and language. Being intentional matters!

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I used to think that I had enough tools/strategies for workshops. Now I think I can be far more intentional and there are far more tools/strategies that I can add.

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Now think about the importance of balancing language study into the units of study for middle school students. 

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Now think about the importance of balancing language study into the units of study for middle school students. 

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I used to think teaching morphology is very helpful and now I think I should teach more of it intentionally..because it is very helpful.

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I used to think word study was mainly focused on spelling patterns, but now I think word study should incorporate morphology, vocabulary building and and work with syllables.

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I used to think exposing them to learn vocabulary was simple. Now I'm thinking of breaking down and dive deeper into teaching vocabulary with models learned today.

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I used to think of translation when thinking of translanguaging strategies ... Now I'm thinking of the many ways students can translanguage through input, process, and output

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I used to think of translation when thinking of translanguaging strategies ... Now I'm thinking of the many ways students can translanguage through input, process, and output