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Phonology is the study of the speech sounds.

"When teachers understand phonology, they can better choose methods and techniques for teaching a second language" especially for their MLL students (Freeman & Freeman, 2014, p. 116).

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Morphology is the study of meaningful parts of words.

"A knowledge in morphology aids in both teaching and learning a second language..." (Freeman & Freeman, 2014, p. 228). To build vocabulary, students and teachers need to engage in class discussion and extensive reading. According to Graves (2006, as cited in Freeman and Freeman 2014, p. 214), there are four procedures teachers need to follow to facilitate effective vocabulary development:

1) Provide rich and varied language experiences

2) Teach individual words

3) Teach word-learning strategies

4) Foster word consciousness (awareness of and interest, in words).

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Syntax refers to the the study of how words are arranged to create phrases and clauses sentences.

Teachers with a pedagogical knowledge of syntax are better equipped to support students as they become flourishing readers and writers. "With carefully scaffolded instruction ALL students with can succeed in developing proficiency in the academic registers of schooling." (Freeman & Freeman, 2014, p. 287).

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As someone who teaches students who are native English-Speakers, and have been learning IN Spanish since they were five and six years old, I wonder if they truly recall what those sentiments of not knowing the language that they were exposed to in school was like?

Furthermore, since they have received instruction in Spanish for six years now, does it make sense to teach them some concepts directly as it does seem that they can only acquire so much from pure exposure (both in Spanish and English)?

We as teachers all know that learning is cross-curricular across all content areas so I am wondering practices should be consistent across all units to best support MLL students? I personally have a vocabulary wall with visuals but what else could be done?

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"Code-switching is a term that linguists have used to refer to the alternation between two languages within the same interaction. When bilingual speakers mix Spanish and English in conversation, this is codeswitching. Some scholars have challenged the idea that bilingual speakers are actually mixing two separate codes when they talk in this way" (Martínez, 2018), however, a more accepted term is Translanguaging because it actually ENCOURAGES students to utilize their whole linguistic system and views it all as one.

In order for MLL students to be engaged in their learning, "teachers must begin to implement translanguaging pedagogies that encourage the development of the full range students' linguistic resources" (Daniel & Pacheco, 2015). Although, many of multilinguals of Hispanic descent tend to embrace the term "Spanglish" (Martínez, 2018).

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Language Comparison Project

PLC #1 Report Group 7

PLC #2 Report Group 7

Lesson Plan #1: Phonology

Lesson Plan #2: Syntax

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This course was incredibly insightful to me. As someone who grew up with Spanish-speaking parents, but attended school fully in English, I would have never considered myself as a "multilingual learner" before taking this course. I have learned the importance of acknowledging and embracing all students' linguistic repertoires in the classroom. Even for my students who are more dominant in English, I never realized that their L1 SHOULD be used to develop their L2 (Spanish). Despite the fact that I teach in an immersion program, there are so many ways that they can utilize their first language to help develop their Spanish vocabulary and overall language development.

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What is already being done in my classroom 

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What is already being done in my classroom 

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Things I am already doing: One specific way I know that I currently facilitate language learning is through the use of cognates. Many Greek and Latin roots are the same from Spanish to English. When I teach the science unit on the four earth systems, I introduce the words "Biosfera", "Hidrosfera", "Atmosfera", and "Geosfera". Since we do weekly vocabulary packets in English, oftentimes students are able to identify the roots and recognize that each of these words are related somehow. Furthermore, these packets have students review common prefixes and suffixes. We are able to discuss what the cognates are in Spanish. Oftentimes, some prefixes and suffixes are the same in Spanish and English. For example, a few weeks ago, part of their whole group readings had the word “subterranea”- (submarino)”. Knowing that many would know off the top of their heads what that meant I was able help them figure out the meaning of this new word.

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The future of my instruction - "The curriculum cycle"

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The future of my instruction - "The curriculum cycle"

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"The curriculum cycle" (Derewianka, 2007) talked about by Freeman and Freeman (2014).

1) Build background knowledge.

2) Provide sample text.

3) Construct sample text/an explanation.

4) independent production of the text related to the topic.

I imagine being able to provide this scaffold/learning process in our current intervention groups where students are working on specific skills catered to them based on their MAP results. I feel that by following this cycle, language learners developing skills (in both Spanish and English) are able to be scaffolded, which is always important to keep in mind not only for MLL students but for all students.