https://padlet.com/rmveenstra1/n500qrfaqzeeftld How can I apply a translanguaging lens to a middle school science unit about the environmental effects of fast fashion? en-us 2021-10-08 20:37:13 UTC 2024-05-26 07:27:03 UTC hello@padlet.com rmveenstra1 https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803306753 This video has lots of images and graphics, making it easier for emergent bilinguals to grasp the concepts. Also, I would turn on Spanish subtitles.]]> 2021-10-08 20:47:04 UTC https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803306753 rmveenstra1 https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803319635 This video is in Spanish, it has lots of images and graphics, and I would turn on English subtitles for the monolingual English speakers in the class. This way, all the students in the class will have watched a video in a language they fully understand. Students would share with each other what they learned from each video, as students are likely to have gleaned more information from one video than the other. Together, they can create a more complete understanding of both videos.]]> 2021-10-08 21:00:36 UTC https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803319635 rmveenstra1 https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803326894 This is a higher lexile article in English that I would present to students as one of their article options. If students wanted the reading challenge, they could pick this article to learn about fast fashion. Although it's of a higher lexile, it still has generally the same information as the other two articles.]]> 2021-10-08 21:08:40 UTC https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803326894 rmveenstra1 https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803376669 I created this word wall as an example of a word wall I might put up on the wall of my science classroom for this unit on fast fashion and sustainability. I picked some of the key terms students would need for this unit and wrote the definitions for each word, then translated the words and definitions into Spanish. I also added a picture or two for each vocabulary word. These strategies help both emergent bilinguals and monolinguals as they have access to key words in multiple languages and multiple modalities.]]> 2021-10-08 22:11:28 UTC https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803376669 rmveenstra1 https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803387253 Even though I am likely to have more than one Spanish speaker in my classroom, it is still helpful to use translation websites sometimes, especially so that constantly translating doesn't become a burden or hindrance for other bilingual students. From a Google searching the best Spanish translation sites, here's what I found:
-Google Translate (accuracy is debatable, but definitely free and accessible)
-Reverso (has a context mode where you can see how phrases are used in a full sentence)
-FluentU
-SDL (but it does use the casual tú form of verbs even if it isn't contextually appropriate, so be careful)
-PROMT Online
-TheWordPoint (very accurate)]]> 2021-10-08 22:26:20 UTC https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803387253 rmveenstra1 https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803480391 This is an example seating chart I created, where the students highlighted in light red are bilingual Spanish-speaking students (as indicated by the Google form I would have asked them to fill out) and the darker red are newcomer Spanish-speaking students. I've seated the newcomer students at tables with other Spanish-speaking students so that they can easily converse, and the bilingual students can help translate back and forth. I have also already checked (using the Google form) that the students sitting with newcomers are okay with translating for them.]]> 2021-10-09 00:42:37 UTC https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803480391 rmveenstra1 https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803483278 This is an example of a Google form I could ask my students to complete at the beginning of the year so that I could learn what languages are spoken within my classroom and start to put together a profile of each student's multilingualism.]]> 2021-10-09 00:46:28 UTC https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803483278 rmveenstra1 https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803488160 These two TPEs are the most relevant to my translanguaging inquiry. Through my Google form, I can learn about students' language backgrounds, and by using a relevant topic, students will be more engaged and interested (TPE 1). By including multiple means of representation (articles, videos, VTS images) and expression (using home languages), visual arts integration (VTS activities), and assistive technologies (translation services), I can make the subject matter accessible and relevant to students (TPE 3).]]> 2021-10-09 00:52:53 UTC https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803488160 rmveenstra1 https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803489529 In Chapter 3, Documenting Students’ Dynamic Bilingualism, there is a section about “Developing Bilingual Profiles” (p. 31). This section influenced me to create the Google form that I could give to my students at the beginning of the year in order to take my first steps toward developing a multilingual profile for each of my students, regardless of whether or not they are classified as an ELL.]]> 2021-10-09 00:54:36 UTC https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803489529 rmveenstra1 https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803489750 The section "Designing the Classroom Space" (p. 62) gave me the idea of how I wanted to set up the example seating chart. It encouraged teachers to put desks into clusters and seat students of the same home language together. So, my example seating chart has that, informed also by the Google form that asked who felt comfortable translating for their peers. The section "Creating a Multilingual Ecology" (p. 63) encouraged teachers to make students' home languages visible through word walls, videos, texts, etc., so I included a bilingual word wall, articles in English and Spanish, and videos in English and Spanish.]]> 2021-10-09 00:54:53 UTC https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803489750 rmveenstra1 https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803489891 This article is in English and is of a lower lexile than "Fast Fashion: Its Detrimental Effects on the Environment." Students will be able to choose which article they feel most comfortable reading - the higher lexile English article, the lower lexile English article, or the Spanish article.]]> 2021-10-09 00:55:05 UTC https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803489891 rmveenstra1 https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803489985 This article is in Spanish and contains most of the same information as the other two articles. Students will get to choose which article they read, providing emergent bilingual students the option to read in their home language. After reading the article of their choosing, students will engage in a group discussion to gain information from the other articles, ask each other clarifying questions, and identify any misunderstandings.]]> 2021-10-09 00:55:11 UTC https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803489985 rmveenstra1 https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803496136 This image would be used in a VTS (Visual Thinking Strategies) activity. Students would be encouraged to think about the image and share out in their home language. Looking at an image is a different modality from the readings that students are usually asked to do, as well as different from a video. This image shows some of the microplastics and microfibers that end up in the ocean as a result of fast fashion.]]> 2021-10-09 01:02:53 UTC https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803496136 rmveenstra1 https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803496259 This image would also be used for a VTS activity, where students would again be encouraged to think and speak in their home language. This image shows the color changes and other effects on bodies of water as a result of fast fashion.]]> 2021-10-09 01:03:01 UTC https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1803496259 rmveenstra1 https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1809186658 This study found that when students conversed with other students that spoke their home language, they were able to have longer and deeper conversations and participate in more sense-making of the phenomenon than if they were required to speak in another language, which shows the importance of seating students of the same home language together and encouraging students to think and speak in their home languages.]]> 2021-10-12 01:12:26 UTC https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1809186658 rmveenstra1 https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1809186949 This paper explained the problems students face when trying to translate scientific concepts into their home languages. This made me rethink the effectiveness of a bilingual word wall, and really highlighted to me the importance of providing resources fully in a students' home language, rather than taking an English resource and trying to translate it.]]> 2021-10-12 01:12:32 UTC https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1809186949 rmveenstra1 https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1809603759 As a monolingual English speaker like Stephanie, I looked to her examples for inspiration of how I can use translanguaging in my classroom. In the explorar part of the design cycle, Stephanie uses a variety of texts and modalities (in both English and Spanish) to provide multiple entry points for her students, and she encourages her students to think and speak in their home languages. I included a variety of texts and videos in both English and Spanish, the VTS images are another modality in addition to the videos, and I will encourage students to think and speak in Spanish. Additionally, she chose PSAs that might be relatable to her students as young people in an urban setting, just as I've chosen the subject of fast fashion and its environmental effects because I think students will find it relevant.]]> 2021-10-12 04:14:04 UTC https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1809603759 rmveenstra1 https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1811719113 2021-10-12 18:39:15 UTC https://padlet.com/rmveenstra1/n500qrfaqzeeftld/wish/1811719113