Week 3 Reading Responses by Louise Bauso

Week 3 Reading Responses by Louise Bauso https://padlet.com/lbauso63/z0guwtr2kvgj6ntg Respond to the Week 3 readings using any combination of text, images, gifs, videos, etc. Post by 11:59 pm Tuesday and comment on two other posts by 5 pm Wednesday. en-us 2020-09-03 00:13:15 UTC 2025-11-11 01:44:19 UTC hello@padlet.com Week Two Response lhsieh8 https://padlet.com/lbauso63/z0guwtr2kvgj6ntg/wish/723165909 2020-09-06 07:33:28 UTC https://padlet.com/lbauso63/z0guwtr2kvgj6ntg/wish/723165909 whut https://padlet.com/lbauso63/z0guwtr2kvgj6ntg/wish/723708629 2020-09-06 23:04:26 UTC https://padlet.com/lbauso63/z0guwtr2kvgj6ntg/wish/723708629 RR #2 rmorgenl https://padlet.com/lbauso63/z0guwtr2kvgj6ntg/wish/726978726 2020-09-08 13:18:55 UTC https://padlet.com/lbauso63/z0guwtr2kvgj6ntg/wish/726978726 Week 3 reading response tcha311 https://padlet.com/lbauso63/z0guwtr2kvgj6ntg/wish/729588844 In addition to “Scaffolding Language, Scaffolding Learning,” I chose to read, “The Translanguaging Classroom.” I saw a great deal of parallels between the two readings: Mostly relating to the relationships between teachers and their EL learners’ students. Much is said about the nature of language, second language development and the ways in which teachers can engage and integrate the school content for EL learners. In the Gibbon’s article I saw that “Julianna” was self-conscious about her English-speaking abilities when she had to converse and show linguistic skills in the classroom environment. While Julianna was more comfortable speaking with her peers outside of class, she had yet to learn to use the more formal registers required in school. Language, how well and how quickly children pick it up is all a matter of the social contexts that they’re in. A translanguaging classroom reflects our understanding of language use as a dynamic communicative practice. Translingualism has been used by many scholars to refer to the complex language practices of bilingual and multilingual individuals and communities. Students in translanguaging classrooms are referred to as bilingual students. Emergent bilinguals are at the early stages of bilingual development and are officially designated by schools as English-Language-Learners (ELL’s). As a teacher of mostly ELL 4^th grade students, I found it rather unfortunate that Carla’s program in bilingual education demanded her to follow a dual language model. Under this model she had to make clear distinctions between English and Spanish and that they could never appear together. However, despite all her strict rules about English here and Spanish there, Carla encouraged her students to embrace whatever ways that they’re comfortable expressing themselves as. She then coined the term “Cuentame Algo,” which was described as bilingual storytelling where translanguaging literacy activities took center stage in her classroom.

Just as Carla had made a mistake and for some time went against the learning needs of her ELL students, Stephanie also overlooked the needs of a student. Most, though not all of Stephanie’s students are Spanish speaking Latinos and yet she didn’t realize that her student Marianna was officially considered an ELL. When these students aren’t labeled as ELL’s their bilingualism goes unnoticed. After realizing the capabilities of her students, and recognizing the hardships her students would face trying to be fluent in English, Stephanie also set up her classroom to make translanguaging possible.

An important aspect of both articles is that the teacher learns to cater the content of their curriculum towards the needs of their students. This relationship depends on how the teachers talk to and about their students, and also how the students interact with each other. I’ll end with a quote from the Gibbon’s article, “Good teachers drive their students to the sky, help them gain confidence but also set them up for success rather than allowing them to fall.”

]]> 2020-09-09 01:04:44 UTC https://padlet.com/lbauso63/z0guwtr2kvgj6ntg/wish/729588844 Reading Response #2 seze https://padlet.com/lbauso63/z0guwtr2kvgj6ntg/wish/729800759 2020-09-09 02:51:04 UTC https://padlet.com/lbauso63/z0guwtr2kvgj6ntg/wish/729800759 Reading Response 2 artwithanne https://padlet.com/lbauso63/z0guwtr2kvgj6ntg/wish/729802475 I thoroughly enjoyed Gibbons' chapter on scaffolding learning and language, and the details he elaborates on within the subject of language. Language as it varies according to the situation it is being used in has been a topic that I have vaguely considered over the years, but never seriously dove into or analyzed. Gibbons' reference to Halliday and Hasan's "field, tenor, and mode", also collectively referred to as a "register" of language, greatly widened my perspective on how language is used and manipulated within the classroom. This concept also helped me to understand, in both a broader and deeper sense, more of the demands that emergent bilinguals are placed in when they are in a school with the dominant language being one they may not prefer, know, or be completely comfortable in. Gibbons also draws greatly from Vygotsky's sociocultural theory (unsurprisingly) and his idea of scaffolding and ZPD within the learning environment. While I do strongly agree and believe in their argument that both emergent bilingual students and students whose native tongue is English learn best when they are in a field of high expectations with high support, parts of Gibbons' argument made me wonder just how intricate such an idea it would be to enforce in a classroom where every student has their own unique stance on language. I love the analogy of scaffolding and the practice of it and the ZPD within the classroom, but I also can't help but feel how daunting of a task it must be to possibly consider the individual needs of an entire room full of students who fall differently onto the bilingual (or more) language spectrum, and designing scaffolding exercises or experiences that would be beneficial to both the individual and the class as a whole.

For the second article, I read Garcia's, Johnson's, and Seltzer's piece on translanguaging. I have never heard of the term or concept before, but I was heartily agreeing with many, if not all, of the arguments that these writers were constructing in advocating for the practice of translanguaging within school settings. I appreciated how they described various settings where translanguaging can occur, and found the differences between each classroom, teacher, and curriculum used intriguing and enlightening. One small detail within this article that shocked me was the amount of standards that a curriculum within a classroom must follow, as well as the sheer number of acronyms that exists within the world of education? On another note, what I most appreciated about this article from Garcia et al is their strong implication and argument that building curriculums around students' translanguaging (and, although they never mentioned the term, I do believe they would also consider specific dialects to be of as much importance as an overall language) does not hinder students' education, or their knowledge of multiple languages, as Carla was wrongly taught, but in actuality can lead to a deeper comprehension and greater general knowledge by the students.]]> 2020-09-09 02:52:10 UTC https://padlet.com/lbauso63/z0guwtr2kvgj6ntg/wish/729802475 Reading Response 2 bcolli12 https://padlet.com/lbauso63/z0guwtr2kvgj6ntg/wish/729924529 Throughout Gibbons reading I found myself interested in many of the concepts mentioned. The first thing that stood out to me was the idea that it is easier to talk with someone we are comfortable with when learning a new language rather than someone we consider a 'stranger'. I think this is a idea that we as education students should hold onto, it is important that all students feel valued and comfortable within a classroom because this allows for a safe space to learn. The idea that language varies based on context is also a challenge for students learning a second language. Before reading reading this article this is a concept that rarely crossed my mind. This reading made me realize that it is often a simple task to understand a situation but not always so easy to articulate what is understood.

For the second reading I chose was The Translanguaging Classroom. In this reading the idea of a teacher and student working together to create a classroom that practices in creative and critical ways caught my attention. This is a term I have never heard before and I was completely new to the topic. I enjoyed that the article provided examples of this experience from the perspective of the student as well as the teacher.]]> 2020-09-09 04:10:43 UTC https://padlet.com/lbauso63/z0guwtr2kvgj6ntg/wish/729924529 Week 3 Reading Response lcostant https://padlet.com/lbauso63/z0guwtr2kvgj6ntg/wish/731020104 Throughout the reading of Gibbons "Scaffolding Language and Learning" their were many great topics brought up. Ont thing that stood out to me was the mention of treating students especially ELL students as people that can become anything they want as long as they have the support system that believes in them. Teachers need to allow their students to succeed rather than have fail at their education. Their are many different views on teaching, one where the student is an empty vessel to be filled with information. And the other is when the student is placed in the center of the learning system. Both of these ideas do not help those students that are ELL. In the second reading however a Translanguaging classroom really helps those students of ELL, it is a organized classroom that can have a powerful learning environment to those student that are bilingual. This term and concept is very interesting and I think will overall help those students that fall behind because the are ELL.]]> 2020-09-09 13:46:07 UTC https://padlet.com/lbauso63/z0guwtr2kvgj6ntg/wish/731020104 Reading Response 2 bheffez https://padlet.com/lbauso63/z0guwtr2kvgj6ntg/wish/732013315 In the first reading, Gibbons emphasized the importance of the level of comfort when one is learning another language. I agree with that 100% and I think it extends to learning everything. If the student is uncomfortable around their teacher, or even if the "vibes" aren't right between them, there is a sense of hesitation and the student might not learn anything from them. The teacher might not even teach as well as they would with someone who they are comfortable with.
This brings me to the second reading which was by Moll et al. Teachers, researchers, and anthropologists all went out to research how students lived in their households. People are usually the most comfortable where they live. so they tried to combine the two by studying how students learned at home and figuring out a way to bring in that method of learning into the classroom.]]> 2020-09-09 16:46:48 UTC https://padlet.com/lbauso63/z0guwtr2kvgj6ntg/wish/732013315 Neat NY Times article on native language and heritage seze https://padlet.com/lbauso63/z0guwtr2kvgj6ntg/wish/732917896 I wanted to share this autobiographical article from today's time on language. I thought it was very insightful and interesting and directly relates to the articles we have been reading about bilingual speaking children and cultural dialects. Here is a quote from the article about using another language to describe terms we don't have in English:

"Kashmiri is a magnificent tongue-twister of a language. And it’s such a reflection of the core values of my people — so sharp, funny and specific — that I end up reaching for it in situations that can’t be described in English." (Mattoo, 2020)

and another good quote:
"The joy of raising dual-culture children, for us, is about passing down the best of both worlds." (Mattoo, 2020) ]]> 2020-09-09 20:02:36 UTC https://padlet.com/lbauso63/z0guwtr2kvgj6ntg/wish/732917896