I would like to try the strategy of Translanguaging practice-Hacer Conexiones. I feel like this strategy would be great for my 4th graders. Most of my students, more than half of them are learning letter sounds. Recently we started going over cognates and pointing it out in most of our readings if we come across words that sound the same and are spelled equally in both languages. They seem to enjoy that and how their eyes light up because they understand the reading a little more. I can see myself using this strategy during small groups with my level one students but I also enjoy how they were paired up in groups in the video. My students will be very engaged during this work and I feel like my students will be using this strategy in their future readings.

The strategy that I would like to implement in my classroom is “Translanguaging Practice - Hacer Conexiones ”. As a math teacher of mostly bilingual students it is essential to teach students how to make connections or how to be able to connect and relate mathematical concepts in English to similar words in their home language. In my classroom I always provide my students with guided notes in Spanish and English. Although the whole class is taught in English, I have my students grouped in a way that I can provide them with small group instructions in spanish. I can implement translanguaging in my math class when it comes to math word problems because students are allowed to use their home language to make connections to the problems in order to create literal equations. Students can solve challenging mathematics problems by using translanguaging techniques. Before solving word math problems students can ask questions, break down obstacles, and explain their thinking in their own language. In my classroom students are allow to write their responses in the language of their choice.

By allowing students to make connections between languages, transfer knowledge and skills across linguistic barriers, and scaffold their learning through the use of recognizable languages, translanguaging facilitates a greater understanding of the topic. Additionally, it helps students develop a positive language attitude and identity by giving them the confidence to utilize and appreciate every aspect of their linguistic identity.

The most fascinating part, students are exposed to the same story in Spanish/English readings and they will analyze them. In that way, learners add more words into their repertoire to be able to engage in class discussion in both languages and use literary words.
I notice that this activity encourage students to participate and explain their analysis from different points of view. 

I would like to use Translanguaging Practice- Hacer Conexiones. My school has been stressing the importanace of teaching phonetic skills this year because so many of my students are reading at the kindergarten level in second grade. We actually have two phonics curriculums but I'm still waiting to hear back on guidance as to when to apply the Spanish component. I like this practice because it bridges the connection between the sounds and two languages. It also allows for students who are dominant in different languages to feel like they are valuable in this activity and help each other out. The use of having student point out cognates is also especially valuable for language development. I try to do this when we are reading and come across a word that has a cognate but I also really want to build a cognate wall for each unit/module.

I still struggle in my teaching practices to not loose the English dominant students on Spanish day. I find that they do zone out. Not as much with my Spanish dominant students on English day. I find they are eager to learn. I like that this activity will keep everyone engaged.

My students are first and second-graders immigrants with very little knowledge of English. They are proficient orally but not literate in reading and writing in English and Spanish; only a few can write in Spanish.  

I can incorporate this strategy in my class by having students use simple grammar. 

I am thinking of a book I read in  English to the class and then realized I have the same version in Spanish. First, I would show the class the English and Spanish videos on different days.

The book I am referring to is Snowy Days by Ezra. Jack Keats. Snowy Day has impressive graphics, and students can visualize what is taking place within the story. Students can describe what they see through the pictures. Students are partnered and engage in class discussions. Students' responses are recorded in a chart in both languages in Spanish and English. The chart includes what happens during the story's beginning, middle, and end. New words in both English and Spanish are added to the Word wall. Finally, students are asked to incorporate what the character might say within a bubble in both languages.

The second strategy I can incorporate in my classroom is making connections. The example shows a student learning the alphabet in both languages. The example shows the teacher asking the students what letter she is writing and what the sound is. The students said, “Van.” the teacher asked if it was the same sound in Spanish, and the Students said, “Vaca.”  The teacher encourages using cognates to learn words in English.

I really enjoyed how in the reading they elaborated on the importance of "leading students in a dialogue about character analysis." This would be a wonderful strategy to use with my students who are yet learning how to read and write in both languages. This gives my students a chance to really express themselves thoroughly. Having my students really get to know the characters in both languages will support students vocabulary by comparing and contrasting the two stories.

I will also be utilizing the layout for "character analysis" that was used in the book. I liked that students first drew out the character to represent their understanding of the character. Then they were able to express the character's traits within in their writing. This will be a wonderful activity for all my students and they will ALL be able to participate.

Traducción literal vs. traducción conceptual." Yo creo que esta actividad sería muy útil para mi clase específicamente ya que en el cuarto grado el lenguaje figurado es parte del currículo de lectura. Thus, learning about non-literal translations could be a cultural responsive bridge in the beginning of their exploration of non-literal meanings to words and phrases. This is something my students are currently struggling with and I believe this activity could really help them conceptualize and practice making meaning of words and phrases that might have a deeper meaning. Beginning with translating dichos that they are already familiar with into conceptual translations in English will help them in various ways. For starters, it activates their cultural schema, since it's originating from prior knowledge. Additionally, working in pairs to try to translate the dichos into conceptual translations into English really encourages them to dive deeper into what the sayings mean beyond the words themselves, in order to properly translate them. This is a skill they will also need to apply when deciphering metaphors and similes, a crucial part of their reading curriculum this year.

• Juli Giusti Cavallin

The way I will implement it will be by beginning with short texts and poems. It is a little difficult because as a new teacher, my school doesn't give you any freedom to bring different text. I can present the bilingual text during morning meetings or writing periods. I have a poem, Alma Flor Ada "Bilingual" which Creates that space for bilingual reading and celebrates our ability to read, write, and speak in a different language.

• Joanna Ulloa

Gianmarco Ramirez