lecture recording on 12 March 2025 at 14.11.42 PM

Language of Instruction and Interaction

• Three Languages of Instruction: Spanish for the teacher, English for transition, and student interaction in both languages.

• Directing Language Use: Teachers can request students to respond in different languages (e.g., Spanish or English) during interactions.

• Student Engagement: Encourage students to stand and present answers in the requested language to promote interaction.

Creative Storytelling in the Classroom

• Use of Cards for Story Creation: Activity involving cards with images (e.g., helicopter, dinosaur) to create humorous stories (e.g., "Once upon a time, the chili pepper got on the helicopter...").

• Translate Stories: Students to translate their stories between languages, reinforcing language learning through creativity.

Focus on Meaning and Comprehension

• Meaning First Approach: Emphasizing comprehension as the main goal while reading any text.

• Explicit Transfer of Instruction: Teaching concepts in both Spanish and English to build connections between languages, such as using suffixes from both languages in instruction.

• Embedded Instruction: Lessons should build on previous teachings rather than introducing completely new concepts without context.

Evidence-Based Assessment

• Informal Assessments Through Interaction: Assessing students' understanding through collaborative activities instead of formal tests.

• Peer Assistance: Encouraging student interaction to facilitate learning. Observing student dynamics can help identify who needs support.

• Utilizing Student Knowledge: Use of previously learned concepts (like suffixes) in both languages to gauge understanding during assessments.

Cross-Linguistic Connections

• Parallel Activities in Two Languages: Implement similar activities in both Spanish and English, maintaining consistent objectives (e.g., summarizing texts, understanding themes).

• Skill Transfer: Leveraging students' knowledge in one language to support their learning in another (e.g., summarizing a book maintains the same structure in both languages).

• Cognate Recognition: Teaching students to recognize cognates between Spanish and English to build vocabulary and language skills effectively.

Structuring Lesson Plans

• Target Skills Across Languages: Design lessons that allow students to practice targeted skills, ensuring activities are parallel in both languages.

• Structuring Activities: Essential questions and enduring understandings should guide lesson planning. Use student interest to inform choices.

• Monitoring Progress through Observations: Observing students during activities to assess engagement and understanding, making necessary adjustments in real-time.

Text Analysis and Selection

• Choosing Texts: Utilize texts that are appropriate for the lesson's objectives and that provide opportunities for cross-linguistic noticing.

• Scaffolding Techniques: Use strategies such as comparing sentences or words in both languages to facilitate understanding.

• Differentiation: Allow students to choose the language they are most comfortable with when analyzing texts, promoting self-directed learning.

Reading Aloud and Internalization of Language

• Group Reading Dynamics: Reading aloud engages auditory and visual learning, crucial for language acquisition.

• Building Vocabulary: Use of familiar texts helps students relate new vocabulary to their prior knowledge.

• Encouraging Critical Thinking: Ask questions that promote discussion and analysis, facilitating deeper understanding of concepts.

Collaborative Teaching and Resource Sharing

• Peer Collaboration: Promote sharing of resources and strategies among teachers for improved pedagogical practices.

• Creating a Bank of Resources: Maintain a shared repository of teaching materials that colleagues can utilize for planning and instruction.

• Continuous Improvement: Encourage ongoing dialogue among educators to reflect on practices and refine approaches to bilingual instruction.