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One of the chapters that caught my interest was position multilingual learners as classroom leaders. I think most of the time we forget how much our students really know but  lack the language. Another chapter was chapter 10 fostering a culture of writing in the mathematics classroom.

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One of the chapters that caught my interest was position multilingual learners as classroom leaders. I think most of the time we forget how much our students really know but  lack the language. Another chapter was chapter 10 fostering a culture of writing in the mathematics classroom.

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Chapter nine interests me.  Connecting academic language to mathematical representations is  important to effectively communicate and make connections, especially for our multilingual learners. Students must be given ample opportunities to make connections between representations and academic language. 

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Chapter nine interests me.  Connecting academic language to mathematical representations is  important to effectively communicate and make connections, especially for our multilingual learners. Students must be given ample opportunities to make connections between representations and academic language. 

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Very similar to Kagan strategies, only ell grouping.

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I particularly found interest in Chapter 9 because it dealt with communication. Communication is the foundation of our relationship with our students, and therefore it is directly attached to student outcomes. Open communication with our students about their own academic progress holds everyone accountable for monitoring their growth. These are perfect opportunities to reflect on our daily lessons as teachers and an opportunity for a student to address any immediate concerns. Communication between all stake holders in imperative for student growth.

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Out of the suggested chapters, the one that interests me the most is Chapter 9.  Communication is extreme important, especially with multilingual learners in the classroom.

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Out of the suggested chapters, the one that interests me the most is Chapter 9.  Communication is extreme important, especially with multilingual learners in the classroom.

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Even though Chapter 3 was not suggested, it really caught my attention as well.

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chapter 3 shows how student participation is crucial for learning. It reminded me of " Esto si lo puedo hacer"

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chapter 3 shows how student participation is crucial for learning. It reminded me of " Esto si lo puedo hacer"

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Chapter 9 What stood out to me was that this chapter is about considering the social talk of their multilingual learners and the teaching the academic language but indirectly correcting the students. For example on pp129 the conversation between the teacher and student. What also caught my attention was page 135.

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Chapter 9 What stood out to me was that this chapter is about considering the social talk of their multilingual learners and the teaching the academic language but indirectly correcting the students. For example on pp129 the conversation between the teacher and student. What also caught my attention was page 135.

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the strategies - eliciting, modeling, revoicing, and recognizing and valuing multilingual learners responses.

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In chapter 4 what caught my attention was the strategies for making sure they have the tools to make the communication and collaboration happen but with guidance.  For example the practice compliments, pay attention to how they are paired, making sure that the unity is there.

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In chapter 4 what caught my attention was the strategies for making sure they have the tools to make the communication and collaboration happen but with guidance.  For example the practice compliments, pay attention to how they are paired, making sure that the unity is there.

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Listening and not interrupting when others speak
respectfully disagreeing with others ideas
encouraging peers to participate
use of body language.

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Chapter 2 was very interesting because it will position the Multilingual learner in a role that will benefit him or her as a leader and be able to communicate and collaborate with each other. 

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Chapter 2 was very interesting because it will position the Multilingual learner in a role that will benefit him or her as a leader and be able to communicate and collaborate with each other. 

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Ch 2 is positioning the students in groups and assigning job positions or job tasks for them to build communication and collaboration.

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Ch 2 is positioning the students in groups and assigning job positions or job tasks for them to build communication and collaboration.

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What caught my attention in chapter four was the use of peer learning to enhance multilingual students. Especially when the class is filled predominantly with struggling students with academic gaps due to language.  

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What caught my attention in chapter four was the use of peer learning to enhance multilingual students. Especially when the class is filled predominantly with struggling students with academic gaps due to language.  

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FMS     What caught my eye- I like the purple sections in the book (transcripts, stop and think, and try it). I think this will be very beneficial to all of us. 

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FMS     What caught my eye- I like the purple sections in the book (transcripts, stop and think, and try it). I think this will be very beneficial to all of us. 

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I agree with the chapters that were suggested to start our discussions with (2, 4, and 9).

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Positioning students was intriguing to me because I first thought it was phyisically putting them in groups, partners, etc. However, as I skimmed through, I see how our inadvertent comments and actions may put the multi-lingual student in a position of oppression. I am interested in reading more about this together!