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There are developments in conversational style and the types of speech acts students use. It's interesting to be working with 5th graders because I am able to notice developments, especially in conversational style, as we have class discussions. Students are able to stay on topic longer, take the perspective of others (especially from characters from books), and we are able to talk about pretty abstract topics.

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Perception in the new society is another factor that affects students identity and school performance. This stood out to us because it's something that's very prevalent in society today.

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As a bilingual learner herself, CiCi is reflecting on the difficulties on understanding:
-Jokes
-Slang
-Sarcasm
-Abbreviations ex. "LOL"

*This is especially important for teachers that are teaching Upper Elementary and above, where it's more common to joke or use sarcasm with students.

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In our placement classes as well as demonstrated in our practical classwork, we are learning that emphasis on purposeful language is critical to enhance comprehension with our students and especially with our second language learners.

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Challenges that emergent bilinguals might face: idioms, pronouns (Ex: "Bill said that he is sick" Who is he?) , same words with different meanings, needing cultural background knowledge to understand words (Ex: plantation) pg. 127, etc.

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Factor that affects bilingual learners' language development: inconsistency of policy on language use by schools & the student's family. Make decisions on what languages are going to be used when/for what & follow through with that decision

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In chapter 8, Menyuk and Brisk encourage the use of "functional activities that encourage reading and writing for a purpose" to help motivate students and develop their reading and writing (154). This suggestion directly connects to our EDUC 403 course where we are learning about the benefits of project based instruction. Reading and writing for a purpose and audience supports reading and writing development!

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It was interesting that students' language development mirrors their social development - their language becomes more socially oriented and they begin to speak more abstractly

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What stood out to us about this chapter was how vocabulary was introduced after doing the activity.  It seems like a really good way to get kids thinking, as well as scaffolding the learning in a tactile way.  We think it is good for all students, not just English language learners.

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-It works! :) The teacher helps students to tap into prior experiences and language, and then teaches the vocabulary.
-Students will be more prepared to discuss and share in a discussion

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We are hoping to learn more about Menyuk and Brisk's suggestion that we should "ask children to judge the correctness of spoken instances of the language" (144).

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Sabrina, Olivia Kagan, Elana

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It’s interesting that on page 83, the sequence of events is opposite from what we expected. The book talked about a layout of doing an experiment, covering the key vocabulary,  teacher guided recording and journaling last. Versus doing what you know, then teacher guiding, vocabulary and experimenting in groups.

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On page 90, we all noticed that Gibbons mentions that "increased wait time...is even more important for students who are formulating responses in a language they do not fully control". We've been talking about wait time in all of our classes so we just thought it was worth mentioning that this is another reminder about how important that is.

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-"literate talk" helps students prepare to explain their observations more specifically and clearly
-teacher-guided reporting compared to IRE pattern
-learning the concept before the language (Dan's question: How can we do this is a virtual setting?")

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We talked a lot about vocabulary and how important it is for students to engage in hands on activities. We also talked about students being able to understand concepts in their own words before communicating/explaining with the more complex vocabulary.

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Giving EL students time to discuss in pairs or as a class before writing in a journal because writing is more difficult than speaking // When in a classroom discussion, giving EL students space to share, listen to other students, and then come back to the original student so they can give a more concrete answer

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"...challenging the notation that EL Learners need to first "Learn English" before they can learn subject content" (Gibbins p.93)