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Speaking and Listening:
Translanguaging Notes:
-Listening centers are extremely important for emergent bilinguals and the activities allow them to learn on a much deeper level.
-Listening can also be in different forms depending on the support the emergent bilingual needs
-Texts and media are a great way to enhance learning skills
EBL's can listen to:
-Recorded versions of home language texts
-Recorded translations of English texts
-Online video clips
-A DVD
Educational podcast
-Translated recording are a great way for the teacher to get involved with their students culture and language. Students can also listen to translated recordings multiple times which allows them to repeat information if they didn't comprehend it the first time.
-TECHNOLOGY=KEY
-Technology has allowed students to use audiobooks and other video resources which allows them to listen. Listening is crucial for emergent bilingual students.
-Listening routines individually and in groups will allow students to understand different formats.
-Listening routines at home and school may vary. Also different grade levels will have different approaches to the listening technique.
Wright Reading on Listening:
-Listening and reading are no longer passive techniques.
There are so major challenges when it comes to listening such as English speakers using slang or using incomplete sentences.
-Studies showed it takes a lot of time for ELL's to develop oral proficiency and use of English outside of school enhances ELL's oral English development
-Teachers need to accept the silent period and wait approach. Some students won't feel comfortable at first speaking in the classroom.
-Teachers need to talk less and for different activities that will help students learn. Also Vocabulary development is vital for students learning.
-Controversial discourse: The use of language for extended, back & fourth, purposeful communication.
-Acting out stories and class discussions are also very important when it comes to teaching emergent bilinguals.
Reading Notes:
Techniques:
1. Preview
2. View
3. Review
-Reading information is crucial for emergent bilinguals whether it is with peers, family members or with teachers.
-Making connections when reading also key for learning.
-Discuss what was read, summarize and clarify but also question the readings
-Grade levels reading technquies will vary.
-Students should be reading a variety of formats such as newspapers, textbooks and reading in both English but also their native language
Some more techniques include:
-Jigsaw readings
-multilingual texts
-Find readings from multiple perspectives
-Promoting reading development is crucial and allowing students to work at their own pace.
Writing Notes:
-There are a lot of things to consider especially during writing such as punctuation, spelling, vocabulary, sentence structure and conventions
How to steps:
1. Form a group for the interactive writing
2. Orally share ideas for the text using the home language and/or English
3. Write the text word by word
4. Refer to home language and English phonics charts
-Teachers must set up chances for students to write about their home language and experiences
-Print carries so much meaning and students should try to implement pictures or even logos throughout their writing.
-Writing is crucial for communication skills.
Content Area Instruction Notes:
-It is important for teachers to realize that all students come from different prior knowledge, academic proficiency, learning styles ad sociocultural backgrounds
-There needs to be content objectives and language objectives
-Students and teachers must have goals during every lesson plan
-Students need to identify, describe and explain
-Different states also have different policies for content and instruction based off of standardized tests.
-Teachers may need to make modifications to textbooks and instructional materials based on content and what the students need in order to succeed.
-Teachers can use thematic learning which is selecting a theme that can be explored through all content areas.
-Themes will vary on the grade levels of students.
-LESSON PLANNING IS KEY!
-Integrating multicultural perspectives is extremely important
-Materials are also extremely important when it comes to academics
-Content and materials can vary based on different subject areas
-Students should try to create steps for their students to make sort of a routine for them.
-ENGAGEMENT IS KEY!
-Art, music and physical education get downgraded a lot in schools
-ELL's must be given access to the core curriculum that equals that of their English-speaking peers.
Assessment:
-ELL's are probably the most tested students in the educational system.
-Teachers must be aware of this testing burden on ELL students
Dynamic assessment: puts a emphasis on context
-Summative Assessment
-Formative Assessment
-Assessments are so much more than a test and should be adjusted for ELL students
-Validity is key!
-Testing can be biased towards different students based on religion, gender and race.
-Language proficiency within the United States is a extremely controversial topic
Reflection:
I found Unit 5's readings to be extremely insightful and intriguing. The key areas that were discussed included reading, writing, speaking and listening, assessment and content-area instruction. Throughout all these areas teachers play such a vital role within the education system. There were many methods discussed for each content area. I found thematic learning to be so interesting because I saw this in most my classrooms when I was a child. In addition to this techniques were extremely insightful and I learned a lot from it. I would never have thought to incorporate audio books or even lesson plans in audio so students could go back if they needed to at any point in time. Another thing I found so interesting is that in the writing process it is important to scribble down your ideas and brainstorm. Many teachers that I have had shy away from that because they never thought it was important but the readings say otherwise. Teachers must be invested in actually coming up with activities such as group discussions and integrating multicultural perspectives. I also found it interesting how many types of assessments there are within the classroom and how some of them can be biased. As teachers we must allow ELL students to have testing accommodations and provide with with an equal opportunity. I am extremely excited to dive deeper into these topics through our strategy presentations!
Questions:
How should we as teachers implement thematic teaching with much older students?
Would it be insightful to provide ELL students with oral and auditory exams to create an equal playing field for all students?

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Chapter 6:
-Affordance of technology
-Digital
-Technology enhances for students and helps them learn better
-Classrooms are multimodal especially with all of the elements
-Social semiotics have a key influence
-Technology forms major communication skills among students
-Using a multimodal social-semiotic approach to learning will allow teachers to educate students with more modes
-However accessibility is key in this instance. Most emergent bilingual students do not have access it technology in their homes which creates this divide among students
-Look at the systems discussed on pg 95
-Emergent bilingual students can keep going back with these systems and deeply learn on topics. Because sometimes the teacher will not go back however the internet will.
-Students benefit from highly interactive activities
-Collaboration is also easier when technology is being used
-iEARN
-Creativity can also be used with technology when it comes to the design aspect
-Teachers need to have commitment preparation and experience when it comes to technology if they want to help their students
Chapter 3 (pg 29-35)
-Since the 1960's we have been focusing on educational policies
-Nonrecognition which is also referred to as submersion and sink-swim programs schools and educators provide emergent bilinguals with exactly the same educational services provided to monolingual English speakers
Chapter 5:
Policies and laws are the main focus.
NCLB vs. ESSA
-Inadequate educational programs are a failure in our society
-emergent bilinguals are only receiving support for language for about 1-3 years when it should  be for 5 years
-Government has a major impact when it comes to emergent bilinguals
How as future educators can we stop these policies that are hurting students in some ways?
Four language allocation strategies:
1. Time-determined
2. Teacher-determined
3. Place-determined
4. Subject-determined
Assessing English-language learners:
-Teachers truly find themselves struggling in the classroom with emergent bilingual students
-around 9.6% of students are emergent bilinguals bu those numbers are beginning to grow over the years
According to NCLB, ELLs must be included in statewide standardized testing
-Their is still a major achievement gap when it comes to these students
-ELL's bring a wide variety of experiences and cultural backgrounds
-Assessments are crucial when it comes. to emergent bilinguals and teachers must understand how todo this properly
-Group assessments or taking the assessment with a professional bilingual
-Using a predictability log
-Teachers may use a alternative assignment approach for these students
Chapter 4:
-Language and educational policy
-Policies within the United States are extremely complicated and formed in a negative manner
-Bilingual education is rather looked at like a "experiment"
-Title VII Education Act (1968-2000)
-No Child Left Behind (2002-2016)
-ESSA (2015-present day)
-Common core standards are still set in place
-Different school districts and states have various polices
Chapter 9:
-observing  students closely is key
-having a wide variety of assessments
-testing accommodations such as time
1. Presentation
2. Response
3. Setting
4. Time/scheduling
5. Reinforcement
-having students answer questions in their home language if that is more comfortable
-Emergent bilinguals need a fair assessment and teachers need to be aware of this

Reflection:
The thing that i was most confused about during these readings was how to truly implement alternative assignments when it comes to grading and such. In my classroom I would still have my student take the assessment but implement pictures or even take the student after class and work through the test together.
In addition to this I would take into consideration that each student should be able to pick how they take the assessment because this could create a safe environment and help the teacher/student relationship.
I found it extremely interesting how the polices when it comes education are always evolving. I found it really interesting how parallel monolingualism is being taught rather than active bilingualism. I've learned about all these policies and laws last semester and find them so interesting. It is quite interesting how common core also affects these policies and funding. Overall I learned that teachers need to be highly involved when it comes to technology also. Research shows that technology helps emergent bilinguals achieve a better education. However it is the teachers responsibility and commitment that is needed for this to happen. Technology also students to be create. and interactive. They can also go over material several times when needed.
Questions:
How should teachers be more prepared when teaching emergent?
What is the best way to make a test for emergent bilinguals?
Will the current policy of ESSA change?

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UNIT 4:
Translanguaging Guide:
-Translanguaging refers to the language practices of bilingual people.
-Translanguaging is not "code-switching"
-Teachers use students background it build bridges between understanding content.
-When it comes to language translanguaging takes both the postiions of action and practice
-Uses the ing- form
-Teachers need to use collaborative group work and multilingual partners allows all students to understand much better!
-Teachers need to connect their own beliefs to students even if they are very different. This will create a balanced and engaged relationship.
-Being DESCRIPTIVE for students is extremely important.
-Designing groups and time is crucial for children in the classroom setting.
STEPS:
1. Select the members of the group
2. Establish the size of the group and parameters of meeting design
3. Define the frequency of the meetings
4. Decide on types of group needed at school and members participation
EBL(s) –Emergent bilingual lear

ner(s)
ESL –English as a Second Language
CCSS –Common Core State Standards
LTEL –Long-term English Learner
NLA –Native Language Arts
SIFE –Students with Interrupted Formal Education
Activities are going to vary based on the grade level of students such as elementary, middle level and secondary.
Multilingual learning:
-Classroom and school environment represents honesty, respect and also values.
-Greetings in the classroom are crucial for the rest of the day is going to go. These greetings can be oral or written depending on the student.
Language Profile:
-Rubrics are not necessary in some instances
-Language passport
-Assignments vary among grade levels for example biography, passport, dossier
-Language profiles can be a good or bad thing. It can help teaches understand and learn more about their students however it can place students into groups
Community Study:
-Students can learn from each others languages through interviews, picture and newspapers.
-Teachers and students will learn a lot about one another during this study or activity.
Multilingual Language Objectives:
-Lessoning planning is key (need a lot of preparation)
-Need to use vocabulary through graphs, charts and concept maps for metacognition
-Identify language objectives for students
-Plan how to target this in your lesson
Integrated instruction & Designing Units around Multilingual
Culminating Products:
-Writing and reading ability are key
-Every subjects varies and requires different objectives
-Students may excel in one subject but not the other but that is ok.
Designating Units:
-Breaking up lessons into units help with flow and allow for the students to better comprehend the material.
--There should be a goal in mind for every unit
Bilingual Dictionaries:
-Dictionaries can help with reading comprehension, vocabulary and the meaning of words compared to home language.
Reflection:
I think that lesson plans, groups and overall objectives are extremely important but also crucial in the way students are educated. In addition to this we need to realize the significance that every single subject is different so all students will succeed at different paces. We also need to get feedback from students to see how they are feeling and if they are motivated.
Questions:
How can we address these major issues in the classroom?
Should teachers use the trial and error method when it comes to these project and strategies?
CHAPTEER 7:
-Curriculum is extremely important and vital
-Social justice and Linguistic Human Rights
-Social justice in education was derived from John Rawels (Theory of Justice)
-Curriculum has to be creative and made specially for each students
-Pedagogy that is collaborative and transformative
-Students must be given challenges in order to achieve their goals
-Even in kindergarten emergent bilinguals are put at a huge disadvantage
-However 17% of kindergarten in California who speak another language other than English at home scored in the 50th percentile
-Inequitable opportunities and resources.
-Remedial education and tracking
-Special education
-AP classes group students together and characterize them
-There is a clear link between appropriate materials and curriculum when it comes to academic outcome
-Most emergent bilinguals do not obtain the correct resources
There are many acts in place to do let children fall behind such as the "No child left behind Act"
-Government and policies play a major role when it comes to education
Reflection:
In my opinion I disagree with remedial education and tracking at such a young age especially when some students are already coming into kindergarten with a disadvantage. This should not happen until high school. However, even in high school it should be flexible and easy for students to move up or even down levels. In addition to this I feel that schools should get more funding so every school district has the same resources and similar curriculums. Therefore, the government should not have as much power when it comes to policies and acts because they are confusing and inaccurate. Overall teachers and students must care about one another and want to learn from each other.
VIDEOS:
-The secondary education act
-Educating emergent bilingual children has been a struggle for teachers since 1968
-ESSA VS. ELL
-The Every Students Succeeds Act has been an extremely controversial topic. However there are many positives and negatives to this act. Created by the Obama administration in 2015.
-Do teachers fully understand this act and know how to apply it?
-Students need to take control sometimes in the classroom setting. They should be the teachers because it creates a balanced and open classroom.
-Teachers continuing "common core"
Questions:
Should remedial education and tracking be involved in the classroom?
Should we push AP classes among students?
How would you change the ESSA and make it even better?

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Wong Filmore & Snow pg 7-19:
-Teachers have many responsibilities in the classroom. But they are like "checklist" based instead of focusing on the major issues at hand.
-Many challenges are arising for teachers because there is an increase in the number of immigrant children. This puts teachers in a difficult position
-Excellent teacher preparation VS. ongoing professional development
-Few teachers understand or care about their students cultural and linguistic backgrounds. Few teachers understand the difficulty some of these students are facing.
-Many teachers are suffering to help their students due to the lack of professional help
-Overall society has raised the bar in the educational world
-Same educational standards are even applied to new comers.
-We now have benchmark testing to track where students are at.
-Policymakers in more than two dozen state have adopted high school proficiency exams where high school diplomas are at stack. How is this fair? Is testing students a proper way to show intelligence?
-Universities are now not going to take race or ethnicity into consideration but rather merits. This is also the case for many job opportunities
-Most jobs in the United States needs someone who speaks English and is fully literate.
-This creates so much pressure for kids.
FIVE FUNCTIONS
-Teacher as a communicator
-Teacher as an educator
-Teacher as a evaluator
-Teacher as a educated human being
-Teacher as a agent of socialization
-Teachers need to be understanding and not ruin students confidence
-By age 5-6 children should begin to be ready to learn
-Teachers need to understand the background information before they can teach it
-Better results when home and school environment are continuous
Pg 20-39
Phonemes: signal different meanings in the language
Morphemes: sequences of sounds that form. the smallest units of meaning in a language
The phonemes in each language are different and vary.
Teachers need to know these definitions and understand language it's self so they can help their students. But also understand their mistakes
-Teachers should know the principles of word formation
-Standard dialects are considered more prestigious than vernacular dialects
-Academic English has a variety of different proficiencies
-A recent study showed that in order to pass high school bench mark exam you must need English to pass
-Academic language is learned through exposure and practice
Chapter 4:
There are many benefits when it comes to being bilingual. These benefits are both cognitive and behavioral. It strengths the control mechanisms for most people. It also creates an auditory advantage. Bilinguals also gain linguistic interdependence due to using both languages.
Types of bilingualism:
1. Subtractive Bilingualism
2.  Additive Bilingualism
3. Dynamic Bilingualism
Reflection:
I learned a lot from all three of these readings. While reading this I felt true emotion because there are so many children that are not able to learn due to this major language  barrier. The whole situation is unfair for not only the child but the teacher. Teachers are not taught about different languages or how to deal with a student that is facing difficulties. Teachers need to be taught how to teach these types of students because if not they could destroy a students confidence or their capabilities of wanting to learn. In addition to this I didn't realize how complex the English language is. The grammar is extremely complex and words can have multiple meanings with different spelling.
Questions:
How should we allow for all teachers to learn more about how to teach English to immigrant students?
If you were a immigrant trying to learn English within the United States how would you feel about it excited or terrified?

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-Brought language objects to class. I brought pictures, M mug and Disney objects
-My friends and family represent so much in my life including language. My family has allowed myself to grow in this aspect of my life
-My M mug allows me to acknowledge my name and many aspects associated within it
-Disney is one of my fondest memories when it comes to language. For example,

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-Discussed all of the terms
-Discussed the major differences between CAPS VS BICS
-Educators VS. Communicators
-Bilinguals preform better
-I can connect so much of language to my everyday life
- trying to immerse them into american culture by stripping away their own culture - think it will make it easier for them to learn english
Video (Carlisle, PA): what role does culture play in the language learning process
-Trying to conform Native Americans to American culture
Class Speaker:
Quilting- tradition of collaboration
-Language is how they maintain their culture
-We need to understand others before we understand ourselves

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Chapter 1:
A major issue within the United States is how in prekindergarten to 12 how to educate students who are not deemed proficient in English.
- These students are called English Language Learners (ELLS)
- Or they are called simply English Learners according to the Every Student Succeeds Act.
-But before 2015 they were called Limited English Proficient  (LEP)
What is ESSA?
-"Ages 3-2, enrolled in elementary or secondary education, born outside of the United States or speaking a language other than English in their homes, and not having sufficient mastery of English to meet state standards and excel in an English language  classroom."
Some rules have changed and put more emphasis on learning rather than standardized tests. When looking at who are still learning English there are major differences when it comes to reading and mathematics performance. Along with this graduation rates are much lower for EL's. For English proficient students it is 82% whereas for EL it's 62.6% which is extremely different.
There are also two major arguments at hand when it comes to English proficiency in students.
1. Students learning English require more than 4 years to use English. For some assessments at least 6 years is needed.
2. Some people blame the English language curriculum overall. There is not much emphasis on this issue and it is often ignored.
English learners - Emergent bilinguals
Names:
- Limited English Proficient (LEP)
-English Learner (EL)
-Nations schools refer to it as Culturally and linguistically diverse
-English Language Communication Barriers (ELCB)
-English as a Second Language (ESL)
There are many arguments over the proper name. Some names provide power but some may be offending to some people.
- "Overall to tell students that they are learners or speakers of English as a second language robs them of the opportunity to appropriate English features as part of their own linguistic repertoire. The United States has "dual language" programs also. This term is mostly used for children under the age of 8.

Chapter 2:
Emergent Bilinguals are a controversial topic within the United States. Emergent Bilinguals have so many characteristics due to their abilities.
-"Between 1995 and 2005, the enrollment of emergent bilinguals in public schools nationwide grew by 56%, whereas the entire student population grew by 2.%"
The bilingual student population is growing across the world. Progression of learning English is always moving at a different pace and is improving. Along with this California is the state with the most EBLs. Emergent Bilinguals speak a wide variety of different languages. However around 70% of Emergent Bilinguals speak Spanish.
-Around 85% of emergent bilinguals are able to communicate orally in English
Reflection:
Overall I learned a lot from this reading. I have never really thought of learning English or the curriculum behind it being a major issue. It is also interesting to look at the various statistics surrounding this topic within the United States but also the world. I was also suddenly surprised at how many names there are from Emergent Bilinguals to English Learner. I also now understand why there are so many different names because some may be offending and others are overall just problematic. This is a major struggle that a lot of children may face United States and it is ignored. I have learned a lot from this reading overall. I did find reading all of the names to be a little confusing at first.
Questions:
What can our society do to improve the English curriculum?
Do other countries in the world face these difficulties when it comes to language barriers?

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Reading Delpit:
Why should teachers do about ebonic?
-Teachers need to get more involved with students culture
-Teachers need to respect parents and make them feel wanted
-Schools are failing to meet educational needs for these students.
Ebonics: is the language spoken by many African Americans and we need to accept this / it is the language they have heard from their mothers since they were children!
-Teachers need to include this within their coursework. Issues among group identity also may affect students different dialects (most children move toward the local dialect)
TECHNIQUES:
1. The linguistic form students bring to schools is connected to loved ones, community and personal identity.
2. Teachers must include and understand the child's former background and try to make various connections it.
3. Include children's groups with their local dialect
4. Have students make dictionaries based on both their formed language and current one. This will allow for the student to feel like they haven't fully ignored their former language.
MOLL FUNDS OF KNOWLEDGE:
-Study on Mexican family in Tucson, Arizona
Goal= Want to understand the learnings of local households
-Wants to understand the household but also classroom setting; these households are. considered mostly poor
Three interrelated activities:
1. The ethnographies analysis of household dynamics
2. Analysis of household dynamics
3. The examination of classroom practices
SOME BASIC FINDINGS
-We need to understand the boarders
-The labor history
-Use the term "funds of knowledge"
-How these families develop social relationships
-The teacher knows to students on their performance
-The teacher needs to understand their performance rather than classroom context.
Thoughts:
As a teacher I must acknowledge the way students interpret different assignments but also involve their home life. I will need to become a trusting figure for my own students. Participation is key for teachers, students and parents. Household functions are extremely important and they need to be involved.
After reading this study I am realizing just how important educators are throughout this whole entire process. As a teacher I must diligently be involved with my students home life and culture.
POSITIVE VIEW ON HOUSEHOLDS!
Second study Notes:
-Split up interviews + observations
-The teacher completely fit in with the family
-Learned about multicultural experiences there son had during cross boarder activities
-Carlos shows interest in Economic issues
-Involved in international commerce
-He is already an entrepreneur (selling candy!)
-Relied on expertise of parents
-Teacher becomes "mediator"
This reading really made me connect  my time in Haiti with children. I taught children and learned about their culture through their parents. By involving their parents allowed everyone to feel much more involved with the whole process
CRAWFORD CHAPTER 3:
-At the federal level no one is deemed responsible for coordinating decisions when it comes to language
-Spent 1 billion on language factors
-Discusses how different countries deal with issues (pg 2)
-"Canada's policy offers many steps on official bilingualism with multicultural context.
-American Identity
-language has been a less salient factor in social conflicts among Americans than race, religion, or class
-We need to advocate their differences
-Linguistic diversity is a major issue
Thoughts:
I find it so interesting how every language and policies vary on the place that you live in. I found it so interesting how Canada takes the approach so differently
TRUMBALL BRIDGING CULTURES:
-The United States culture is truly the hardest to understand
-Learning how educators examine their culture and beliefs vs students
-Recognizing the parents role vs the teachers
-Making classrooms approachable
-using parents as resources
-We need to examine more vocab
CHAPTER 8:
-Valuing both teachers and parental figures
-Parents and communities play a major part in involvement
-engagement leads to better attendance, higher achievement, and improves attitudes about learning
-higher graduation rates
I find it truly interesting that research shows that parents engagement in their sons and daughters education leads to better attendance, higher achievement and graduation rates
Funds of knowledge: is a construct that refers to different strategies and ways of knowing needed for a household to function effectively

One size fits all for parents
Community organization is vital in this process
-A case study showed that student is low income families learn more from their parental figure compared to at. school.
-As a teacher I need to understand balancing between at home and school spheres
Thoughts:
The involvement between teachers and parents is vital in order to achieve educational services.
I find it so interesting how many components a teacher must think about in order to achieve this. We need to make sure that parents know the severity of this but also teachers. I have learned a lot about culture through this chapter and how I can be more involved as my time as teacher. I find it so interesting how as a teacher I must put myself in the shoes of a student and really learn about culture/language. From reading this chapter I am realizing that I will need to put in extra work in order to accommodate students. However this will be a learning experience which will allow me to thrive as a teacher and learner!
Final Questions:
How should I know what culture the student is apart of or how should I approach this situation as an educator?
As an educator what is the best way to get involved with parent figures?
How should I address a classroom that is full of several cultures that I unaware of?

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Common Underlying Proficiency - applies to both languages - posits that that knowledge and abilities of one language are potentially available for the development of another (cross-linguistic relationship btwn student's home and additional language)
BICS - basic interpersonal communication - contextualized, surface language
PACS (i think) - academic, not contextualized, need to teach that extra bc it's below the surface fluency
-Some students like pictures better than words in some cases