# data[].attributes.body
I would like to use Translanguaging Practice- Hacer Conexiones. My school has been stressing the importanace of teaching phonetic skills this year because so many of my students are reading at the kindergarten level in second grade. We actually have two phonics curriculums but I'm still waiting to hear back on guidance as to when to apply the Spanish component. I like this practice because it bridges the connection between the sounds and two languages. It also allows for students who are dominant in different languages to feel like they are valuable in this activity and help each other out. The use of having student point out cognates is also especially valuable for language development. I try to do this when we are reading and come across a word that has a cognate but I also really want to build a cognate wall for each unit/module.

I still struggle in my teaching practices to not loose the English dominant students on Spanish day. I find that they do zone out. Not as much with my Spanish dominant students on English day. I find they are eager to learn. I like that this activity will keep everyone engaged.

# data[].attributes.body
I really want to try the strategy "Analizando las prácticas lingüísticas de personajes en libros." I teach 6th grade Social Studies, meaning that I spend a lot of time making my curriculum culturally responsive. However, I teach a lot of WIN periods since many of my students obtain services. During these periods, I often plan for activities outside of the curricula,, mainly focused on linguistics. For the past few weeks, we were working on creating Spanglish stories. We read the book "How to Speak in Spanglish" and I told the students that they would be creating their own stories. The only requirements were there had to be a beginning, middle, and end, and they had to use Spanglish. It was great! My students were very engaged and loved mixing their languages. One of them told me "when you let us mix our languages, I feel more comfortable about who I am." That's the reason I became a dual-language teacher! Anyways, I want to continue to a new read aloud book that the students can analyze. I love the idea of them analyzing the language choices of the characters. I'm thinking of reading aloud the book "Areli is a Dreamer" (love that book!) and having the students analyze the language choices of the characters in the book. I like the idea of the students putting sticky notes on the pages making it clear where the different languages are present. Then, students will be able to think about the reasoning behind the different languages. To push the thinking and expand this activity to 6th grade, I would expect students to write an essay explaining the language choices in the book and how translanguaging helps language acquisition. My students are old enough to understand the concept and analyze language choices. For the activity, students could write about the language choices in their own lives. What languages do you speak? When do you speak them? Who do you speak them with? I would ask them to analyze their language choices and how they're influenced by the who/what/where. I'm already planning it out so I can't wait to actually do it!

# data[].attributes.body
There are a few strategies that I would like to incorporate in my classroom. I want to increase literacy by adapting reading aloud to where students listen to the story in Spanish and English. The strategy requires students to analyze the linguistic practice of character within a story. Read a book or select stories in both languages English and Spanish. The approach allows students to discuss the story with their partner and then record the information in a chart written in English and Spanish. Finally, students are asked to incorporate the character dialogues in a bubble. Each bubble represents dialogue of what the character is saying.

My students are first and second-graders immigrants with very little knowledge of English. They are proficient orally but not literate in reading and writing in English and Spanish; only a few can write in Spanish.

I can incorporate this strategy in my class by having students use simple grammar.

I am thinking of a book I read in  English to the class and then realized I have the same version in Spanish. First, I would show the class the English and Spanish videos on different days.

The book I am referring to is Snowy Days by Ezra. Jack Keats. Snowy Day has impressive graphics, and students can visualize what is taking place within the story. Students can describe what they see through the pictures. Students are partnered and engage in class discussions. Students' responses are recorded in a chart in both languages in Spanish and English. The chart includes what happens during the story's beginning, middle, and end. New words in both English and Spanish are added to the Word wall. Finally, students are asked to incorporate what the character might say within a bubble in both languages.

The second strategy I can incorporate in my classroom is making connections. The example shows a student learning the alphabet in both languages. The example shows the teacher asking the students what letter she is writing and what the sound is. The students said, “Van.” the teacher asked if it was the same sound in Spanish, and the Students said, “Vaca.”  The teacher encourages using cognates to learn words in English.

# data[].attributes.body
I would like to try the strategy "Analizando las prácticas lingüísticas de personajes en libros". Recently in my 3rd grade class we read the book "Areli is a dreamer" and my students loved it and made most of us cry. We read the story in English, so I would use this strategy to open up the minds of my students and spark conversations about topics and ideas that they probably wouldn't be exposed to, such as immigration. I would then have the students write a reflection based on the different sticky notes they saw and what they thought about their peers choices of what characters would think in Spanish vs English. Hopefully some students have similar ideas for the characters but some English and Spanish to start conversations the difference in the language choice. I would probably then read the book in Spanish to the students to give them the connect to the English version. This would be so interesting to see how the students think and what "thought bubble comments" they would have for the characters and what language they would pick for the characters.

# data[].attributes.body
I would want to try the strategy, "Utilizar los Dichos para enseñar Traducción literal vs. traducción conceptual" In my classroom. I teach second grade and we are starting a unit on figurative language. Most of our reading is in Spanish due to our schedule however our goal for the unit is to write a personal narrative using figurative language in English. I noticed my students found it easy to use and identify figurative language in Spanish however struggled in English. I could use this strategy to help then use "both" parts of their brain in their writing. Ironically enough in my last observation, I was told as a recommendation I could have my students do more of the translanguaging work and let go. Being that is it all of my students' first time in a dual language classroom, it has been difficult for them to adjust to using academic language in Spanish. To make it easier, in my classroom we have a "purple" area where our red and blue mix together and that represents our brains and all the work we do in the classroom. I think having them have "purple time" to dive into figurative language and how it can be "translated" would be a good way for them to make those connections especially since it has been difficult for them to transfer in English. I would even add what have you heard outside that could be figurative language since I noticed many of my students mentioned their parents use the phrase "ponte las pilas" which helped make the lesson easier in Spanish for them. I love the idea of them coming up with a Spanish saying that is the equivalent of the figurative language in English which would help them make the connection since they are so familiar with it already. In comparing my time as a gen ed teacher vs dual language I noticed figurative language is a hard concept in general, however I am excited to try this activity with them to see how it goes.

# data[].attributes.body
Evelyn Diaz

I would like to try the strategy of Translanguaging practice-Hacer Conexiones. I feel like this strategy would be great for my 4th graders. Most of my students, more than half of them are learning letter sounds. Recently we started going over cognates and pointing it out in most of our readings if we come across words that sound the same and are spelled equally in both languages. They seem to enjoy that and how their eyes light up because they understand the reading a little more. I can see myself using this strategy during small groups with my level one students but I also enjoy how they were paired up in groups in the video. My students will be very engaged during this work and I feel like my students will be using this strategy in their future readings.

# data[].attributes.body
The strategy that I would like to implement in my classroom is “Translanguaging Practice - Hacer Conexiones ”. As a math teacher of mostly bilingual students it is essential to teach students how to make connections or how to be able to connect and relate mathematical concepts in English to similar words in their home language. In my classroom I always provide my students with guided notes in Spanish and English. Although the whole class is taught in English, I have my students grouped in a way that I can provide them with small group instructions in spanish. I can implement translanguaging in my math class when it comes to math word problems because students are allowed to use their home language to make connections to the problems in order to create literal equations. Students can solve challenging mathematics problems by using translanguaging techniques. Before solving word math problems students can ask questions, break down obstacles, and explain their thinking in their own language. In my classroom students are allow to write their responses in the language of their choice.

By allowing students to make connections between languages, transfer knowledge and skills across linguistic barriers, and scaffold their learning through the use of recognizable languages, translanguaging facilitates a greater understanding of the topic. Additionally, it helps students develop a positive language attitude and identity by giving them the confidence to utilize and appreciate every aspect of their linguistic identity.

# data[].attributes.body
I would like to use the strategy of “character analysis” by drawing and describing them. It is an amazing tool to teach about character traits and how they change according to the settings and conversations with other characters. This leads students to think more critically in many aspects of the story.

The most fascinating part, students are exposed to the same story in Spanish/English readings and they will analyze them. In that way, learners add more words into their repertoire to be able to engage in class discussion in both languages and use literary words.
I notice that this activity encourage students to participate and explain their analysis from different points of view.

# data[].attributes.body
La estrategia que estoy implementando y las que me gustaría implementar son las siguientes: Translanguaging, already in place. As í se Dice, and Cognates. La razón es que como una persona que vino a este país sin el conocimiento del idioma dominante en ese tiempo, me costó mucho demostrar mi conocimiento. Tuve la oportunidad de escoger qué programa yo quería seguir. Mi gol era aprender inglés. Ahora, muchos años más tarde, me doy cuenta que lo mejor para todos es aprender más de un idioma. Abrimos caminos, y logramos ayudar a muchas más personas. No podemos dejar que nuestros estudiantes sacrifiquen parte de su identidad por otro idioma. Enseñando ciencias, me doy cuenta que los niños están en contacto con su medio ambiente. Saben el material, pero necesitan el lenguaje que les permita expresar sus conocimientos.

# data[].attributes.body
I would use the translanguaging strategy hacer conexiones. This is an essential part of buiding the foundation of our students language practices. Being bilingual and having the skills in your home language help so much when learning a new language. I teach little one(Kindergarten). I see how their eyes light up when they are able to use what they already know when navigating new concepts and it makes them feel like ok I got this! Confidence is a big part of our students success and how well they are able to perform. The way in which I would implement the strategy is that I would use visuals as much as possible when practicing the letter sounds. To scaffold the students further I would have them work with partners and come up with their own word(s) that begins with the same letter sound.

# data[].attributes.body
Una estrategía que me gustaría expandir en el aula es el uso de los cognados para poder hacer conexiones. El uso de los cognados lo veo utilizado en mi salón de clase de inglés 11 por los estudiantes que son emergent bilinguals. Dado que sólo obtienen un poco de tiempo en el salón de clase, al principio se negaron con la ayuda en español y querían emergece sólo al inglés. Conforme a la primera asignatura, vi que tenían dificultad en producir oraciones en el cuaderno. Tomé la iniciativa de poder ayudarlos mutuamente con una traducción de la lectura, y vi cómo utilizaban ambas lenguas para poder comprender mejor y no limitarse a participar en el aula. Al poder darles la habilidad de poder escribir en su lengua nativa, los estudiantes pudieron escribir más de lo que se limitaban al inglés. Desde entonces, mis estudiantes han podido identificar cognados, y utilizarlos en sus escrituras. Bolaños 2.21.23

# data[].attributes.body
I opted to choose the Oracy Objectives strategy of the folktale story of The Three Little Pigs because it directly relates to the literacy objectives that I am currently teaching my students. I intend on building the student’s cognitive knowledge of the text in Spanish and then transitioning to the material in English, with a strong emphasis on vocabulary, language structure, and language acquisition. Moreover, I plan on implementing this by using our daily reading lessons and making it enjoyable for them. I will have the students retell the story in any way they choose and then have them identify key factors such as similarities and differences in each story.  This method will build on language structures and how to compare and contrast key elements in a story, while also establishing dialogue and the practice students need for language acquisition.

# data[].attributes.body
A strategy I would like to implement into my classroom more often is reading aloud. I have not been reading aloud to my students as much as I want to, mainly because I was so focus on trying to follow the curriculum. This strategy will be very beneficial to my second and third graders because it will support their comprehension in both languages. The majority of my students have only been in the United States for less than 2 years. Most of my students are still learning how to read and write in their native language. Yet, now they also have to learn English in between. Which is honestly very confusing for most of them. Therefore, students listening to me read a book in either language can support their comprehension and instruct them how to dissect a book in any language.

I really enjoyed how in the reading they elaborated on the importance of "leading students in a dialogue about character analysis." This would be a wonderful strategy to use with my students who are yet learning how to read and write in both languages. This gives my students a chance to really express themselves thoroughly. Having my students really get to know the characters in both languages will support students vocabulary by comparing and contrasting the two stories.

I will also be utilizing the layout for "character analysis" that was used in the book. I liked that students first drew out the character to represent their understanding of the character. Then they were able to express the character's traits within in their writing. This will be a wonderful activity for all my students and they will ALL be able to participate.

# data[].attributes.attachment_link.title
Title: Why and How Read Alouds Benefit Middle Graders

# data[].attributes.attachment_caption
La práctica translenguaje que me gustaria implementar en mi salón de clase es "Hacer Conexiónes." Elegí esta practica debido a que creo que mis estudiantes se beneficiaran mucho de ella. La mayoría de mis estuandiates son inmigrantes recien llegados de paises hispanohablantes. Creo que esta estrategía me ayudaria a enseñarles de una manera mas inclusiva y familiar (usando su primer idioma), su segundo idioma. A la vez, esta estrategía expandería tanto su inglés como su español. Creo que esta estrategía es muy inclusiva y no deja ninguno de los dos idiomas detrás. En el pasado he usando esta estrategía para exponer nuevo vocabulario HMH. Sin embargo, solo lo he hecho durante la porción vocabulario de mi lección, ya que el curriculo lo sugiere cuando hay cognados. Sin embargo, luego de ver los videos de la semana y ver como esta practica apoya el aprendizaje de estudiantes en un salón dual language, comenzaré a implementarla en otras horas del dia. Por ejemplo, durante mis literacy centers y foundations time, ya que ahí tengo mas libertad de enseñarles los dos idiomas. 

# data[].attributes.body
One activity that I would love to try with my class is "Utilizar los Dichos para enseñar

Traducción literal vs. traducción conceptual." Yo creo que esta actividad sería muy útil para mi clase específicamente ya que en el cuarto grado el lenguaje figurado es parte del currículo de lectura. Thus, learning about non-literal translations could be a cultural responsive bridge in the beginning of their exploration of non-literal meanings to words and phrases. This is something my students are currently struggling with and I believe this activity could really help them conceptualize and practice making meaning of words and phrases that might have a deeper meaning. Beginning with translating dichos that they are already familiar with into conceptual translations in English will help them in various ways. For starters, it activates their cultural schema, since it's originating from prior knowledge. Additionally, working in pairs to try to translate the dichos into conceptual translations into English really encourages them to dive deeper into what the sayings mean beyond the words themselves, in order to properly translate them. This is a skill they will also need to apply when deciphering metaphors and similes, a crucial part of their reading curriculum this year.

Juli Giusti Cavallin

# data[].attributes.body
One of the strategy I would like to Translanguaging Practice - Hacer Conexiones. I think it is a great strategy to use in Science. I have new immigrant students that have arrived from their countries in the last 3 years. Many of the scientific words have a latin base so it easier for my Spanish speaking student to understand the terminology. This will be a great strategy for my student to learn the subject easier.

# data[].attributes.body
Hay muchas estrategias que me gustarían implementar en el salon de clase. La estrategia que más me gustaría implementar es el uso de cognados para poder hacer conexiones. Por lo regular les he dicho a mis estudiantes que si lo pensamos en español lo podremos decir en ingles y aunque yo se que no siempre es fácil me gusta motivarlos ya que ellos hablan español. Todos mis estudiantes son hispanos y la mayoría son emergentes y aunque aun se les dificulta el ingles me gusta darles ejemplos en especial cuando aparecen en las lecturas que hacemos o cuando conversamos. Pero me gustaría enfocarme más en cognados ya que siento que eso les ayudara aun mas a mis estudiantes.

# data[].attributes.body
I would like to use more text that incorporates both languages in my 5th-grade class. In my school, we tend to separate Spanish and English as though they can't be taught together. At the beginning of the school year, we would read the book in English and also listen to it in Spanish. This way worked until the stories didn't align. The story was available in English but not in Spanish. Reading texts that are already in both languages and having a discussion after will help all students understand the text. I feel that bilingual text will encourage all students and increase vocabulary in both languages. Encouraging the students to discuss the text in their preferred language will also increase participation.

The way I will implement it will be by beginning with short texts and poems. It is a little difficult because as a new teacher, my school doesn't give you any freedom to bring different text. I can present the bilingual text during morning meetings or writing periods. I have a poem, Alma Flor Ada "Bilingual" which Creates that space for bilingual reading and celebrates our ability to read, write, and speak in a different language.

# data[].attributes.body
I'd like to use the "Translanguaging Practice - Hacer Conexiones" technique in my classroom. It is imperative that I apply these strategies to my multilingual speaking students as a teacher of primarily English-speaking kids. My goal is to convey to students the ability to draw connections between English concepts and terms that are comparable in their native tongue. I always allow my students to use their cellphones or use a dictionary that translates words from Spanish to English in my classroom. I have my students grouped so that I may give them instructions in Spanish for small groups. When introducing new readings to my class, I can use translanguaging to help with vocabulary word introductions. When drawing connections between the subject matter and their native tongue, students are free to do so. Through the use of translanguaging strategies, students may solve difficult mathematical problems. Students are free to write their comments in any language they choose in my classroom. Translanguaging promotes a deeper comprehension of the subject by enabling students to draw connections among languages, and scaffolding how they learn through the use of identifiable languages. Giving students the self-assurance to use and value all aspects of their linguistic identity also aids in the development of a good language attitude and identity.

Joanna Ulloa

# data[].attributes.body
I decided to use the Spanish and English dictados strategy because the amount of help my students will received during our Bilingual instruction. I'm currently teaching text structure to my 4th grade students for our reading blocks. Half of my students are English speakers and the other half are Spanish speakers. My English speakers students are only expose to the Spanish language with their interaction at home and with their families. They don't really use a Language structure to develop their writing in Spanish. Also using this strategy will help students learn about punctuation and to expand their vocabulary. English speakers students will benefit from this strategy and will learn that both languages have an abundance of cognitive words. This strategy will allow me to used as an assessment and to see how much students will improve with not only with the vocabulary words, but also with their literacy. This strategy can also be used for my Spanish that are transitioning to English. Expand their vocabulary words and their English writing. Set a goal for students and try to reach their goal or at least get as closes as possible for what they want to accomplish.

Gianmarco Ramirez

# data[].attributes.body
One of the strategies I’d like to implement in my class is “Utilizar los dichos para enseñar, Traducción literal vs. Traducción conceptual”. There has been a really big focus in my school on certain standards students have to meet by the end of 4th grade, one of them being identifying figurative language and making meaning of its use in texts.  And I think this strategy would be especially helpful, because I have both English dominant students and Spanish dominant students struggling to simply identify figurative language in their non-dominant language.  We’ve done a lot of work with similes, metaphors, and hyperboles, but idioms have been something I’ve wanted to tap into more as well as adages.  I think this activity could work really well as a warm up to a lesson where it’s key for them to unpack the meaning of a common saying to understand the themes and lesson behind a story.  We’re currently in a unit about folktales and fables and so we’re seeing a lot of this come up but I’m noticing that oftentimes some of those sayings are going over their head because they just haven’t been exposed to them before.  We always speak about how it's important to be able to explain what sayings mean but if they don't even realize it's there it makes it that much harder to grapple with themes coming up. What’s really great about this activity though is that it gives students a chance to see what a lot of sayings might look like or sound like and practice a skill that they’ll continue using even outside of just sayings.  I didn’t realize until I started teaching just how much non-literal language we use all the time.  When we’re speaking and reading a lot of times we don’t even realize how quickly our brain unpacks the meaning of things.  However by using this activity you really break that process down for students.  It’s okay to think of it literally first in the other language so that you can then figure out what it’s trying to say conceptually.  I’ve found that it’s really important to remind students that they’re not necessarily learning an entirely new skill, we're just trying to figure out how to transfer it into another language but it’s still there.  So by having students break down the steps to make the connections between sayings or adages in different languages it reinforces that they’re just using skills they already have to help them with a new language.

# data[].attributes.body
I would like to use Translanguaging Practice - Hacer Conexiones in my practice because it provides my students the ability to not forget their home language as they thought they would have to do. The Dual Language program at my school reinforces the weekly switching between Spanish and English however, I encourage my students to use what they know in either language to help them learn. For example, if I ask them what a letter is and they say it in Spanish instead of English during English week I don’t reprimand them- I give praise for knowing it in Spanish and encourage them to find the difference or similarity in English. This has been pretty helpful for me as I’ve explained to them (even though they’re in kindergarten) that their home language is just as valuable as English. At first there was a lot of frustration on their part because their parents didn’t understand that we’re learning in both languages, which made my students feel pressured to abandon Spanish. Once I helped them understand that we’re using both languages in conjunction with each other to learn they felt more at ease. Translanguaging provides and will further provide comfort in the classroom as well as allow students to use all of their knowledge to execute anything they need to.

# data[].attributes.body
I would like to try the strategy "Analizando las practicas linguisticas de personajes en libros." I teach 6th grade science and although I don't teach them in both languages this is definitely a strategy I plan on utilizing in the future when I do. I feel like this would be an amazing strategy that would not only relate to my students but would make it engaging for them. As a middle school teacher I find myself constantly overthinking every time I plan my lessons because I need to make sure that my students are interested and engaged in each lesson at all times which sometimes is very difficult to do. My students recently watched the movie WALL-E and I have them writing a reflective essay on some environmental issues that they saw in the movie and how do those issues compare to the ones we have in our real world. If my students were bilingual I would definitely implement this strategy and have them writing their essays in both English and Spanish and then pair them up with a partner that wrote in a different language so that way they can share different perspectives/viewpoints. I would love to see the many things that they come up with and how each of them work together as one without language being barrier.