# data[].attributes.body
Dreamers is a celebration of making your home with the things you always carry: your resilience, your dreams, your hopes and history. It's the story of finding your way in a new place, of navigating an unfamiliar world and finding the best parts of it. In dark times, it's a promise that you can make better tomorrows.

# data[].attributes.headline
1. Engaging and Supporting all students in Learning 

# data[].attributes.subject
1. Engaging and Supporting all students in Learning 

# data[].attributes.body
1. Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning

# data[].attributes.headline
2. Creating and Maintaining Effective Environments for Student Learning

# data[].attributes.subject
2. Creating and Maintaining Effective Environments for Student Learning

# data[].attributes.body
2. Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive.

# data[].attributes.headline
3. Understanding and Organizing Subject Matter for Student Learning

# data[].attributes.subject
3. Understanding and Organizing Subject Matter for Student Learning

# data[].attributes.body
2. Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter, and make accommodations and/or modifications as needed to promote student access to the curriculum.

5. Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment

# data[].attributes.headline
4. Planning Instruction and Designing Learning Experiences for All Students

# data[].attributes.subject
4. Planning Instruction and Designing Learning Experiences for All Students

# data[].attributes.body
7. Plan instruction that promotes a range of communication strategies and activity modes between teacher and student and among students that encourage student participation in learning.

# data[].attributes.headline
6. Developing as a Professional Educator

# data[].attributes.subject
6. Developing as a Professional Educator

# data[].attributes.body
1. Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning.

# data[].attributes.body
parents or guardians will come in and give their expertise on a subject, depending on what we are reading about

strawberry reading from bilingual class

# data[].attributes.body
I will be teaching in the Bay Area in a school with a large population of Spanish speakers. There might also be families who speak indigenous languages from central and south America, like Mam.

# data[].attributes.body
pictures or cultural artifacts from students and families

# data[].attributes.body
sentence frames

translation posters

instructional tips

so many resources!!

# data[].attributes.body
A rich classroom library with books in multiple languages

# data[].attributes.headline
Read Aloud: Waiting for Biblioburro by John Parra 

# data[].attributes.subject
Read Aloud: Waiting for Biblioburro by John Parra 

# data[].attributes.body
Meet Ana, a young girl who loves to read. There aren't many books in her small Colombian village, though — until the day Ana meets the Biblioburro, a librarian who brings books through the mountains on the backs of two strong donkeys. Inspired by the heroic efforts of real-life librarian Luis Soriano, this story asks readers, "How far would you go for a book?"

# data[].attributes.headline
Read Aloud: Feathered Serpent and the Five Suns by Duncan Tonatiuh

# data[].attributes.subject
Read Aloud: Feathered Serpent and the Five Suns by Duncan Tonatiuh

# data[].attributes.body
Long ago, the gods of Mesoamerica set out to create humans. They tried many times during each sun, or age. When all their attempts failed and the gods grew tired, only one did not give up: Quetzalcóatl—the Feathered Serpent. To continue, he first had to retrieve the sacred bones of creation guarded by Mictlantecuhtli, lord of the underworld. Gathering his staff, shield, cloak, and shell ornament for good luck, Feathered Serpent embarked on the dangerous quest to create humankind

# data[].attributes.body
Students will take a field trip to our local library and get a tour from a librarian. They will know where all the different resources are such as family engagement, books in spanish, books in Mam and other works of literature from all over centeral and south america.

# data[].attributes.body
students may answer prompts in any language as long as they fulfill the prompt

# data[].attributes.attachment_link.title
Eagle, Aimee- RAFT planning template Community Lit Project

# data[].attributes.body
Students who speak a non-majority language at home can become teachers for an activity and teach us word, phrases, or something they would like to share about their home language

# data[].attributes.headline
upholding the 3 pillars of bilingual eduation

# data[].attributes.subject
upholding the 3 pillars of bilingual eduation

# data[].attributes.body
bilingualism/biliteracy

high academic achievement

socio cultural competence

# data[].attributes.body
Latino Literacy Project

# data[].attributes.attachment_link.title
Professional Development for Parent Engagement with English Learners

# data[].attributes.attachment_link.description
Professional Development for Bilingual Parent Engagement for ESL, Family Reading & Vocabulary Development with English Learners.

# data[].attributes.body
Brooks

# data[].attributes.body
Ofelia Garcia

# data[].attributes.headline
En Comunidad: lessons for centering the voices and experiences of bilingual latinx students 

# data[].attributes.subject
En Comunidad: lessons for centering the voices and experiences of bilingual latinx students 

# data[].attributes.body
chapters 1-3

# data[].attributes.attachment_link.readable_text
"When two languages interact, you create a different kind of human being." This message was shared by Kathy Escamilla, professor emeritus at the University of Colorado, Boulder, during the first lecture as part of the Linguistic Diversity Speaker Series, organized by NC State College of Education Goodnight Distinguished Professor of Educational Equity Maria Coady.

Escamilla's talk focused on the difference between monolingual and multilingual learners and the importance of serving the needs of bilingual students in meaningful ways.

"They're informed by two different linguistic systems, and they bring them both. They don't shut the Spanish door when they open the English door. It's all there for them," she said. "We have to consider their needs and the assets, not the deficits, that they're bringing to school."

Speaking to a room of primarily K-12 educators, many of whom worked in dual language classrooms, Escamilla shared the following advice for how best to draw on multilingual students' skills to help them grow in their reading abilities.

Let students use their native language whenever possible

Translanguaging - switching between two languages when speaking - is often misinterpreted as a sign that a student has limited abilities in both languages, Escamilla said. However, it really means that they are using all of their linguistic resources to express themselves.

Unlike their monolingual peers, multilingual students often have two languages with two sets of words to choose from to describe objects and feelings and may choose to express themselves using the word that fits best, regardless of language.

"We want to strategically use both languages in service to instructional objectives. Don't strictly separate the languages. Encourage parents to keep using the child's first language because the more proficient in the first language, the better they are. Don't censor a child's first language; acknowledge their first language as part of their identity," she said.

Use a holistic approach to show students how two languages connect

In her work, Escamilla has developed the Holistic Biliteracy Framework, in which all literacy lessons in Spanish and English are connected to one another without being redundant. For example, teachers can have students read the same book or poem in both English and Spanish to see how the ways of speaking and expressions differ between translations, and then do different activities related to the stories in both languages.

Educators can also connect two languages by creating complimentary literacy lessons related to the same topic. For example, when learning about the seasons, a dual language teacher could have students read a fictional story in Spanish and a nonfiction story in English.

"The important thing about this framework is connecting the two languages. It's not just teaching Spanish and teaching English, it's how we connect them for a trajectory toward biliteracy," she said.

Don't be afraid to use the language skills you know

Many adults, even those who speak Spanish, will often speak to multilingual children in English. Escamilla said that even if a person's skills in Spanish, or whatever second language they may know, are not perfect, it's valuable to speak to a student in their native language when possible.

"We're afraid that if we don't do it perfectly that we shouldn't do it at all, and that's not true. We're never going to get out of our monolingual malaise unless we're out there trying and making mistakes and using the language and learning," Escamilla said.

# data[].attributes.attachment_link.title
'When Two Languages Interact, You Create a Different Kind of Human Being:' Kathy Escamilla Shares Advice for Teaching Literacy to Multilingual Learners During First Lecture of Linguistic Diversity Speaker Series

# data[].attributes.attachment_link.description
"When two languages interact, you create a different kind of human being." This message was shared by Kathy Escamilla, professor emeritus at the University of Colorado, Boulder, during the first lecture as part of the Linguistic Diversity Speaker Series, organized by NC State College of Education Goodnight Distinguished Professor of Educational Equity Maria Coady.

# data[].attributes.headline
@tacoliteracy on insta by Steven Alvarez

# data[].attributes.subject
@tacoliteracy on insta by Steven Alvarez

# data[].attributes.body
Dr. Alvarez teaches courses ranging from autobiographical writing, ethnographic methods, visual rhetoric, and “taco literacy,” a course exploring the foodways of Mexican immigrants in the United States. Dr. Alvarez is the author of Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (State University of New York Press) and Community Literacies en Confianza: Learning from Bilingual After-School Programs (National Council of Teachers of English)

# data[].attributes.attachment_link.title
En Comunidad at UC Berkeley - Nov 14 2023

# data[].attributes.headline
Scaffolding to make translanguaging a classroom norm

# data[].attributes.subject
Scaffolding to make translanguaging a classroom norm

# data[].attributes.body
Shannon M. Daniel, Robert T. Jiménez, Lisa Pray, Mark B. Pacheco