Teaching for biliteracy : strengthening bridges between languages / Karen Beeman, Cheryl Urow.

Format:

Book

Author/Creator:

Beeman, Karen, author.

Urow, Cheryl, author.

Language:

English

Subjects (All):

Education, Bilingual--United States.

Education, Bilingual.

English language--Study and teaching--United States--Spanish speakers.

English language.

Physical Description:

1 online resource (208 pages)

Place of Publication:

Philadelphia, PA : Caslon Publishing, [2013]

Summary:

Bridge for cross-language transfer! Beeman and Urow introduce the powerful notion of the Bridge to the biliteracy field in this practical professional development guide for teachers, administrators, and leadership teams.

Contents:

Intro

Title page

Copyright

Preface

Foreword

Contents

Chapter 1: Foundations in Teaching for Biliteracy

Key Points

What Do We Mean by Teaching for Biliteracy?

The Bridge and Bridging

Sociolinguistic Premises about Teaching for Biliteracy

The Stratification of Languages in Society

A Holistic, Multilingual View of Bilingual Learners

Contrastive Analysis between Languages

Creating Bilingual Units of Instruction: A Biliteracy Unit Framework

Planning for Biliteracy at the Classroom Level from the Learner's Perspective

Program Considerations

Allocating Language and Content in Dual-Language Programs

Allocating Language and Content in Developmental and Transitional Bilingual Programs

Planning for Biliteracy in Heritage Language Programs

Activities for Reflection and Action

Chapter 2: Students: A Multilingual Perspective

Beginning with the Learner

Biliteracy Learner Profiles

Carmen: A Newly Arrived Immigrant from a Spanish-Only Home

Paulo: A First-Generation U.S. Student with Oral Proficiency in Spanish and English

Antonio: A Newly Arrived Immigrant with Educational Experience in Spanish

Lucía: A Heritage Spanish Speaker in a Spanish-for-Native-Speakers Program

Hannah: A Dual-Language-Program Student from an English-Only Home

Key Characteristics That Distinguish Bilingual Learners

Linguistic Characteristics

Cultural Characteristics

Academic Characteristics

Collecting Information about Students: Tools and Strategies

The Kind of Information to Collect

How to Collect Information

Instructional Strategies That Inform While Teaching

Meeting the Needs of Different Learners

Biliteracy Learner Profiles and the Three Premises

Chapter 3: Teachers: Capitalizing on Life Experiences and Diversity

Key Points

Teacher Profiles

Elena: Normalista from Mexico

Monica: U.S.-born Latina

Susan: Adult Learner of Spanish

Teacher Collaboration and Reflection

Engaging in Self-Reflection

Addressing the Strengths and Challenges of Each Teacher

Teacher Profiles and the Three Premises

Chapter 4: Planning the Strategic Use of Two Languages

Planning for the Teacher's Use of Language

Planning Students' Cross-Linguistic Development: The Bridge

Unit Planning for the Strategic Use of Two Languages

Integrating Language Arts and Content-Area Instruction

Beginning with a Concrete Activity

Moving from the Concrete to the Abstract

Reading and Writing Comprehensible Text

Making Cross-Linguistic Connections through the Bridge

The Biliteracy Unit Framework and the Three Premises

Chapter 5: Language Resources, Linguistic Creativity, and Cultural Funds of Knowledge

The Importance of Oral Language

Oral Language Development of Bilingual Learners

Simultaneous Bilingual Development

Sequential Bilingual Development

Recognizing and Building on Students' Oral Language and Background Knowledge

Linguistic Creativity of Bilingual Learners: Using Spanish and English Together

Varieties of Spanish

Student Background Knowledge

Student Funds of Knowledge

Teachers as Learners: Strategies for Learning about Students

Analysis of Student Linguistic Creativity

Tapping into Student Language and Cultural Resources

Oral Language, Background Knowledge, and the Three Premises

Chapter 6: Building Background Knowledge

Student Funds of Knowledge and Linguistic Creativity in the Classroom

Implementing the Biliteracy Unit Framework

Strategies that Support the Development of Background Knowledge and Academic Language

Total Physical Response and Adapted Readers' Theater

Concept Attainment

Fishbowl

Field Trip, Experiment, and Movie

Word Sort and Sentence Prompts

Other Strategies for Developing Background Knowledge and Academic Oral Language

Strategies for the Continued Support of Academic Language in the Classroom

Model and Redirect

Formal and Informal Language Anchor Charts

Contrastive Analysis of Language

Building Background Knowledge and Academic Oral Language and the Three Premises

Chapter 7: Reading Comprehension

The Importance of Comprehension in Literacy Instruction

The Inseparability of Reading Comprehension and Reading Skills

The Interacting Elements of Comprehension: Reader, Text, and Context

Creating a Classroom That Is Focused on Comprehension

Assessing Comprehension

Picture Walk, Read Aloud, Talk to Your Partner, and Sentence Prompts

Language Experience Approach

Focused Reading

Say Something

Classroom Routines That Enhance Comprehension: Sustained Silent Reading and Readers' Interviews

Reading Comprehension and the Three Premises

Chapter 8: Writing: A Multilingual Perspective

Learning to Write in Spanish in the United States: An Integrated Approach

From Oral Language to Print

Emergent Writing at the Word Level

Emergent Writing and Discourse Pattern

Writing Strategies That Respect and Reflect All the Language Resources of Two-Language Learners

Dialogue Journals

Content-Area Journals

Teaching and Assessing Writing with a Multilingual Perspective

An Integrated Approach to Teaching Writing and the Three Premises

Activities for Reflection and Action

Chapter 9: Word Study and Fluency: The Dictado and Other Authentic Strategies

A Constructivist Approach to Word Study

Matching Word Study to the Structure of the Language

Word Study and Initial Literacy Instruction in Spanish

Spanish Word-Study Strategies

Phonological Development in the Primary Grades

Word Walls and Anchor Charts in Spanish

The Dictado

Assessing Word-Study Growth

Fluency

Word Study and Fluency and the Three Premises

Chapter 10: The Bridge: Strengthening Connections between Languages

Bridging Rather Than Transitioning: Moving from a One-Way Street to a Two-Way Bridge

Bridging and the Strategic Use of Two Languages

Key Characteristics of the Bridge

Focus on Language Through the Use of a Concrete Activity

Active Student Engagement

Contrastive Analysis

Important Elements of the Bridge

The Focus of the Bridge

Frequency of the Bridge

Extension Activities

Knowledge of Spanish That Students May Use in English

Considerations for Successful Uses of the Bridge

Time and Frequency

Where the Bridge Fits in the Overall Instructional Plan

Process: Students Anchor the Bridge

Sample Extension Activities for 1st Grade and High School

Bridging and the Three Premises

Glossary

How Spanish Works

References

Index

Back Cover.

Notes:

Description based on print version record.

Includes bibliographical references and index.

ISBN:

9781681256276

1681256274

9781681256269

1681256266

OCLC:

1333081500