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How can we build on students' linguistic and cultural assets to foster additive mulitlingualism?

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How can we build on students' linguistic and cultural assets to foster additive mulitlingualism?

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It is crucial to recognize that students should continue interacting with family in their first language while learning a second. We as educators must deepen their conceptual reservoir by fostering this. We also must allow them ample opportunities to engage in as many social scenarios to improve their communicative competence.

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How can we build on students' linguistic and cultural assets to foster additive bilingualism?

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How can we build on students' linguistic and cultural assets to foster additive bilingualism?

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Several studies show that children who are raised in a bilingual environment reap linguistic, cognitive, and reading benefits. Nurturing bilingualism in young students is also a valuable way to connect them with family heritage, foster an appreciation for other cultures and even prepare them for future success as more marketable workers.

The best ways to integrate bilingualism are
1. Find a peer group in which children engage with peers who also speak a minority language, they are more likely to find joy in language and continue the pursuit. Also, children can learn a great deal from each other in very organic and meaningful ways.
2. Incorporate students' interest: Allow students to watch their favorite shows in another language, and then discuss the episode in their native language to assess their understanding.
3. Celebrate Creativity:  Encourage role-play, a game in which the learners can act out the parts that have been assigned to them in well-defined situations. Learners are encouraged to use their knowledge and imagination in process of constructing dialogues.

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How can we build on students' linguistic and cultural assets to foster additive multilingualism?

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How can we build on students' linguistic and cultural assets to foster additive multilingualism?

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It is so important for us to encourage our students to continue learning in their first language while also continuing to learn in their new language.  We need to ensure they see bi/multilingualism as a gift, and not something to be embarrassed about. The worst thing we could do is to force a student - or anyone for that matter - to lose part of their identity.

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Bridging the gap between linguistic and cultural differences takes effort on the student and teacher's parts. Posted by Leslie.

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Bridging the gap between linguistic and cultural differences takes effort on the student and teacher's parts. Posted by Leslie.

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Teamwork makes the dream work. Its a saying I usually roll my eyes at but it does work. ELD teachers should not be the only ones concerned with helping multilingual students, its a team effort. 

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Teamwork makes the dream work. Its a saying I usually roll my eyes at but it does work. ELD teachers should not be the only ones concerned with helping multilingual students, its a team effort. 

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Posted by Emily