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The same information is given in a variety of ways to increase comprehensible input for the EBs - "more than one bite of an apple”

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This theory claims that we learn through our social interactions and our community interactions

Construction of knowledge is collaborative!

ZPD is part of this theory.

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Using language that is beyond what you know how to do. Trying out ways of saying something that requires you to use language you are still unsure of.

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As a complement to Krashen's comprehensible input hypothesis, Swain argued that students need to also be able to get practice with producing the new language in a way that can be easily understood by others.

Students need to participate in meaningful contexts while they also use the language themselves.  This helps them process the language more deeply.  Engaging in the process of producing output increases language acquisition.

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Subtractive Bilingualism relates to EL programs whose goal is focused on only L2, or in our case, English proficiency (vs. L1 AND L2 proficiency)

Example of subtractive programs:
- ESL push in
- ESL pull out
-sheltered immersion

All of these programs focus on English acquisition. Even if L1 is incorporated into the lesson, as students progress through school, L1 is used less and English (L2) is predominant.

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high challenge + high support = high achievement (Mariani, 1997)

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high challenge + high support = high achievement (Mariani, 1997)

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scaffold! don't dumb it down. amplify not simplify (group 3 answer)
this is the ZPD quadrant that scholars thrive best in and learn the most
applies to all learners not just EBs
gap diminishes

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Investment entails whether students feel that they are recognized and valued in the classroom and in his or her new language learning environment. When investment is high, emergent bilinguals are likely to see the value in and importance behind acquiring a second language and therefore have more success with it.  Instead of assuming that our students aren't motivated to do the work, asking to which extent students are invested in their learning.

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Integrating L1 into L2 and vice versa in communicating. A way to transfer information and pull from one's entire linguistic repertoire.

*Resources that may facilitate translanguaging: reading or writing bilingual books, creating bilingual dictionaries and anchor charts

*Other examples: speaking to a peer in their home language about what was learned in English (or speaking to a peer using both English and Spanish to discuss new learning)

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Interdependence Hypothesis / Cross-linguistic transfer (Cummins, 1978)

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Interdependence Hypothesis / Cross-linguistic transfer (Cummins, 1978)

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Cross-linguistic transfer is defined as language learners' use of linguistic knowledge of one of their languages to leverage the learning of another language. Theories on cross-linguistic transfer shed light upon the role of L1 in promoting L2 or foreign language learning since all languages share a base structure.

Bilingual programs provide students with greater and easier access to curricular content and higher levels of literacy because they can facilitate cross-linguistic transfer.

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A sequential bilingual first learns a given L1 and later learns an L2 in order (sequentially).

Example: Learning English in the home and then starting to learn Spanish in a two-way dual-language school.

Example 2: Learning Spanish in the home and then starting to learn English at school.

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Group 2

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When a EB keeps L1 while acquiring L2

Implementations in School:
- Dual language approach
- late exit developmental
- End goal is to support students in L1 & L2
- Biliteracy is the goal

Are there other additive approaches? Or is dual language the only approach?

If we can support L1 (but we aren't fluent in the language) would this be considered additive?

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BICS - Basic Interpersonal Communicative Skills (social setting language) vs. CALP -Cognitive Academic Language Proficiency (academic language)

*Students develop BICS quicker than CALP, so even if EBs are speaking proficiently within social contexts, this does NOT mean that they no longer need scaffolds in academic contexts.

*CALP takes 5-10 years for true development

From misunderstanding BICS and CALP, teacher may experience frustration with hearing EB talk on playground vs them not understanding classwork (or even worse, students may be misidentified as having a learning disability when they simply need additional language supports).

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Scaffolding (Wood, Bruner, & Ross, 1976)

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Scaffolding (Wood, Bruner, & Ross, 1976)

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Scaffolding is a concept that builds upon Vygotsky's notion of the ZPD. Scaffolds are supports that enable (EB) students to engage with new knowledge/skills just beyond what they can do independently.

Scaffolds may be graphic, interpersonal, linguistic, or visual/sensory (among others).

"temporary, but essential, nature of the mentor's assistance" in supporting learners to carry out tasks successfully

*support that leads to student independence in skills, concepts, and levels of understanding.

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A simultaneous bilingual grows up learning two languages at once (two L1s).

Example: a student who learns both Spanish and English in the home (usually used when student is engaged in two languages before the age of 5)

Many emergent bilinguals today are simultaneous bilinguals!

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Affective Filter Hypothesis relates to affective factors that can block input (such as boredom, stress, anxiety, feeling isolated) and doesn't allow learner to comprehend what is being said/taught.

As teachers, creating welcoming, intentional, and supportive learning environments with lots of low-risk participation activities can help lower the affective filter of emergent bilinguals.

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Krashen argued that students acquire a language when it is comprehensible (i + 1)

Some examples of strategies that might support comprehensible input: use practical demonstrations, mother tongue when possible, familiar language (simple synonyms), provide context, etc.

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Zone of Proximal Development/ZPD (Vygotsky)

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Zone of Proximal Development/ZPD (Vygotsky)

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The zone of proximal development is a concept coined by Vygotsky that refers to a the difference between what a learner can do without help and what he or she can achieve with guidance and support from a skilled partner.

One way to acknowledge and leverage this in the classroom is through heterogenous grouping in which peers can offer support to each other.