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I'd like to continue reading about translanguage portfolios and what platforms or formats might be best suited to them, whether digital or physical. I'd also like to continue learning about how translanguage portfolios can specifically support building CALP. I noticed that many of the strategies related to fostering CALP rely on the physical classroom (posters, anchor charts, etc.), so I'd like to look into how I can adapt these strategies to happen in digital spaces.

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What can I do to further explore new ideas?

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What can I do to further explore new ideas?

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I want to continue reading about and learning about translanguage portfolios in the classroom and how this assessment strategy might strike a nice balance between providing a repository for students' growing academic vocabulary and is composed of evidence of its use in meaningful contexts, as well as an artifact which affirms students' multilingual identities. I could also continue to explore how these portfolios might be used as a means for communication between teachers, students, and families about what learning goals and learning strategies make most sense for each particular student. Trying them out in the classroom seems like a good way to further explore in addition to further reading. I'd like to try out how I might use portfolios to adapt my pedagogy for specific student needs, and see how students might use portfolios to maximize their ownership over their learning by making decisions about what to include in the portfolios and in seeing their linguistic development and understanding over time. Now that I'm working with younger adults, I might be able to explore their use in working together with parents to support my students' sense of identity and empowerment.

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What did I learn and how is this relevant to me?

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What did I learn and how is this relevant to me?

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At this stage in my inquiry I delved deeper into learning about how to support the kind of academic vocabulary necessary to foster CALP. I also learned more about how to support linguistic goals alongside curricular goals.

This is relevant to my inquiry goal of trying to determine how fostering CALP in the classroom can help support the growth of my students' critical literacy.

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"Collecting and maintaining a portfolio of student work is an excellent way to record and demonstrate a student's progress over time. Portfolios allow students to see various stages of work in progress and help them begin to recognize quality work. Writing portfolios can offer students insight into the process of writing. As well, this information is easily shared with parents to demonstrate progress."

"Assessment of learning has a summative purpose and uses a collection of evidence to evaluate each student's achievement of curricular expectations. It is used for reporting to students and parents.

"Assessment of learning for ELLs should:
> be based on clear statements of expectations;
> take into account the cultural and linguistic background of the student;
> allow for the use of the student's first language as appropriate;
> include clear guidelines for program monitoring;
> reflect appropriate program adaptations" (pp. 62, 63).

Ontario Ministry of Education. (2002). Supporting English Language Learners: A practical guide for Ontario educators Grades 1–8. Toronto, ON: Queen’s Printer for Ontario.

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"Through the use of word charts you can help English language learners with one of the most critical factors in their academic success - the acquisition of academic vocabulary....
"Texts, other resources, and tasks should be selected carefully, so as not to overload learners with new words. You can select key words that will be used in a lesson, and teach them before the lesson or explain them as they arise. English language learners also benefit from having the connections among words explained....
"When you have selected the key words for a lesson, develop a word chart like the one below and display it on a wall in the classroom where it can be seen easily by students. Include information about various forms of the word as well as related words, word roots (when helpful), and sentences that show the word being used in relevant contexts. It's also helpful to underline the part of the various words that is stressed in pronunciation" (pp. 27-28).

Ontario Ministry of Education. (2005). Many Roots, Many Voices: Supporting English Language Learners in Every Classroom: A Practical Guide for Ontario Educators. Toronto, ON: Queen's Printer for Ontario.

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Portfolios can provide teachers with a strategy to accommodate assessment.

"Throughout the year, English language learners need to be offered a variety of ways to demonstrate what they know what they can do. Incorporate appropriate strategies for instruction and assessment to facilitate the success of English language learners in your classroom" (pp. 32-33)

Ontario Ministry of Education. (2005). Many Roots, Many Voices: Supporting English Language Learners in Every Classroom: A Practical Guide for Ontario Educators. Toronto, ON: Queen's Printer for Ontario.

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The Sheltered Instruction Observation Protocol (SIOP) Model

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The Sheltered Instruction Observation Protocol (SIOP) Model

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"The Sheltered Instruction Observation Protocol (SIOP) Model is a research-based and validated instructional model that has proven effective in addressing the academic needs of English learners throughout the United States.

The SIOP Model consists of eight interrelated components:

1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice/Application
7. Lesson Delivery
8. Review & Assessment

Using instructional strategies connected to each of these components, teachers are able to design and deliver lessons that address the academic and linguistic needs of English learners."

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What Is the SIOP Model?

The Sheltered Instruction Observation Protocol (SIOP) Model is a research-based and validated instructional model that has proven effective in addressing the academic needs of English learners throughout the United States.

The SIOP Model consists of eight interrelated components:

Lesson Preparation

Building Background

Comprehensible Input

Strategies

Interaction

Practice/Application

Lesson Delivery

Review & Assessment

Using instructional strategies connected to each of these components, teachers are able to design and deliver lessons that address the academic and linguistic needs of English learners.

Who benefits from SIOP instruction?

As the number of English learners increases in schools across the United States, educators are seeking effective ways to help them succeed in K-12 ESL, content area, and bilingual classrooms. Research shows that when teachers fully implement the SIOP Model, English learners' academic performance improves. Learn about the SIOP Model research base.

In addition, teachers report that SIOP-based teaching benefits all students, not just those who are learning English as an additional language.

SIOP instruction also benefits students learning content through another language. CAL has conducted research on adapting the SIOP Model for use in two-way immersion (dual language) programs.

To learn more about working with CAL, email the CAL SIOP team.

Spotlight

CAL collaborates with schools, states, and districts to design and conduct SIOP professional development programs that meet their particular needs. Informed by CAL's ongoing research, our experienced SIOP team can provide a range of services, including SIOP workshops, coaching, site visits, and technical assistance.

Learn more about our services.

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The Sheltered Instruction Observation Protocol (SIOP) Model is a research-based and validated instructional model that has proven effective in addressing the academic needs of English learners throughout the United States.

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"Vocabulary is best taught in the context of learning and while pupils are engaged in meaningful activities. This supports EAL learners' understanding of words. Make sure you emphasise keywords and repeat them. EAL learners will need lots of opportunities to practise speaking the words. Encourage them to use new words.
"They will also need to revisit and revise key vocabulary. Starter and plenary activities and games provide excellent opportunities for this and also make learning fun for all pupils.
"Glossaries, word mats (i.e. laminated table mats of words, often with supporting visuals) and displays are all helpful supports for learning new vocabulary."

Other tools to introduce, use, extend and revisit vocabulary:

> Display
> Lexical Sets
> Word Roots
> Learning and Using Word Families
> Flashcards
> Matching, Matching Games
> Odd-one-out
> Word Banks
> Washing Lines

Washbourne, A. (2011). EAL Pocketbook. Hampshire, UK: Teachers' Pocketbooks.

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1. Question-response-evaluation: the teacher asks a question and then appraises the answer
2. Question-response-feedback: the teacher asks a question, the student answers, and then the teacher gives feedback. The teacher feedback paraphrases the student's answer, which prompts the student the rephrase their response
3. Student-organized interaction: students form small groups and ask and answer questions. The teacher facilitates and participates in the discussions.

Simich-Dudgeon, C. (1998). Classroom strategies for encouraging collaborative discussion. Directions in Language and Education, 12, 1-14.

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"Building background is one of the eight components of the [SIOP] model.... Teachers link new information to students' background knowledge by giving them cues - or hints - about what they are about to experience. For example, while watching a film about cats, a teacher can provide a cue by explaining that students will see some things they already know about cats and some things they do not know. By providing the topic of the film, the teacher has activated prior knowledge - the students will start thinking about what they already know about cats" (p. 45).

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"Set goals that are specific but flexible, and contract with students to attain specific learning goals....

Goals, though important, should be general enough to allow for some flexibility....

[C]ontracting with students to attain specific goals...helps ELLs because it gives them a great deal of control over their learning" (p. 28).

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"1. Setting goals for instruction helps students focus attention on information specifically related to the goals.

"2. Teachers should encourage students to personalize the learning goals identified for them. Once instructional goals are established, students should be urged to adapt them to personal needs and desires. ELLs can be encouraged to do so by using sentence starters such as "I want to know..." or "I wonder if...."

"3. Goals should not be too specific, as this will limit learning. A narrow learning goal (e.g., "Given five practice sessions, students will be able to connect 10 pictures with their matching vocabulary terms with 80 percent accuracy") will restrict the breath of learning for ELLs. They will do better with a more general goal, such as "Students will be able to predict meanings of weather vocabulary by drawing pictures" (pp. 27-28).

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Determining Language Functions and Structures

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Determining Language Functions and Structures

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Examples of Language Functions in Everyday Classroom Activities

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Examples of Language Functions in Everyday Classroom Activities

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> Agreeing and disagreeing
> Apologizing
> Asking for assistance, directions, and/or permission
> Classifying, comparing, sequencing
> Imperatives, commands, and/or giving instructions
> Criticizing
> Denying, refusing
> Describing
> Inquiring, questioning
> Evaluating
> Explaining, reporting
> Expressing likes and dislikes
> Expressing obligation
> Expressing position
> Hypothesizing
> Identifying
> Inferring
> Planning and predicting
> Suggesting
> Warning
> Wishing and hoping

Gibbons, P. (1991). Learning to learn in a second language. Portsmouth, NH: Heinemann.

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"Another way to set language objectives is to identify the vocabulary and key concepts of the lesson....[O]ver time, an enriched vocabulary program can close the gap in vocabulary knowledge and reading comprehension between ELLs and English-dominant students" (p. 27).

Examples for an enriched vocabulary program might include:
> Selecting vocabulary words from short reading passages each week (e.g. 10-12)
> Discovering cognates
> Using strategies for inferring meaning from the text
> Finding root words
> Participating in activities outside of the classroom to deepen word meanings
> Explicit instruction of essential vocabulary

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"Subject: Language Arts
Content Objective: To learn how to express persuasive opinions.
"The language function is persuading because the lesson involves forming opinions in order to be able to persuade. The language structure will be using the sentence starters "I think" and "In my opinion." The language objective becomes using these sentence starters to express opinions" (pp. 26-27).

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"Subject: Social Studies
Content Objective: To understand the period of the 1920s and the women's rights movement.
"The language objective is determined by deciding on the function that language will have in the lesson, and by thinking about what language structures an ELL will need in order to participate in the lesson. Because students will be comparing what women could and couldn't do - and what they did and didn't do - in the 1920s, they will need the language function of comparing. The language structure is contractions. The language objective will be to learn contractions in order to make comparisons" (p. 26).

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"What function of language will the students need to complete this exercise?" (p. 25)

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"What function of language will the students need to complete this exercise?" (p. 25)

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Classroom Instruction that Works with English Language Learners (2006), by Jane D. Hill and Kathleen M. Flynn, Alexandria, VA: ASCD.

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Classroom Instruction that Works with English Language Learners (2006), by Jane D. Hill and Kathleen M. Flynn, Alexandria, VA: ASCD.

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"[The SIOP model] emphasizes both content and language objectives in grade-level curriculum....The SIOP model makes academic content comprehensible and encourages language learning by highlighting key features of the English language. To do this effectively, teachers must set content objectives while also reviewing which linguistic functions and structures in the lesson students will need in order to effectively participate" (pp. 24-25).

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How can the SIOP model help scaffold lessons and programs intended to build translanguage portfolios?

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Combining Language Objectives with Content Objectives

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Combining Language Objectives with Content Objectives

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Key Ideas:
> Vocabulary and language forms will grow as students study areas of interest
> Motivation is critical in learning complex language structures
> Teachers have opportunities to connect with and build upon students' prior knowledge in the content area
> Authentic contexts rather than abstracted exercises are most ideal for learning language structure and form

Brinton, D., Snow, M., and Wesche, M. (1989). Content-based second language instruction. Boston: Heinle and Heinle.

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Setting Effective Objectives in Assessment and Evaluation

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Setting Effective Objectives in Assessment and Evaluation

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Part of my continued inquiry in this course concerns developing a better capacity to foster CALP in my students. This will be important in helping to foster the critical literacy that can help to empower students with a sense of agency and the ability to name and face forces that affect their lives.

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What are best practices for fostering CALP?

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How can translanguage portfolios help support opportunities for students to develop CALP through identity-affirming pedagogy and programming decisions that are responsive to student identity and needs?

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How can translanguage portfolios help support opportunities for students to develop CALP through identity-affirming pedagogy and programming decisions that are responsive to student identity and needs?

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I am still interested in how a portfolio would also help with my goal of supporting student empowerment and agency through the collection of their work and its role in synthesizing and reflecting upon learning, comparing growth and alternative perspectives, and practicing a reflective, metacognitive stance.

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How might translanguage portfolios help to track student progress throughout a program and facilitate appropriate intervention?