Teaching for biliteracy: strengthening bridges between languages
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Philadelphia
Caslon Publishing
2013
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XIV, 174 S. Ill. |
| ISBN: | 9781934000090 |
Internformat
MARC
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| 100 | 1 | |a Beeman, Karen |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Teaching for biliteracy |b strengthening bridges between languages |c Karen Beeman and Cheryl Urow |
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| 300 | |a XIV, 174 S. |b Ill. | ||
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| 500 | |a Includes bibliographical references and index | ||
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| 650 | 4 | |a Education, Bilingual |z United States | |
| 650 | 4 | |a English language |x Study and teaching |z United States |x Spanish speakers | |
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Datensatz im Suchindex
| _version_ | 1804150294839296000 |
|---|---|
| adam_text | STRENGTHENING BRIDGES
BETWEEN LANGUAGES
S
Karen Beeman • Cheryl Urow
Caslon Publishing
Philadelphia
CHAPTER 1
Foundations in Teaching for Biliteracy 1
KEY POINTS 1
WHAT DO WE MEAN BY TEACHING FOR BILITERACY? 2
THE BRIDGE AND BRIDGING 4
SOCIOLINGUISTIC PREMISES ABOUT TEACHING FOR BILITERACY 5
The Stratification of Languages in Society 5
A Holistic, Multilingual View of Bilingual Learners 8
Contrastive Analysis between Languages 10
CREATING BILINGUAL UNITS OF INSTRUCTION: A BILITERACY UNIT FRAMEWORK 14
PLANNING FOR BILITERACY AT THE CLASSROOM LEVEL FROM THE LEARNER S
PERSPECTIVE 15
PROGRAM CONSIDERATIONS 19
Allocating Language and Content in Dual-Language Programs 19
Allocating Language and Content in Developmental and Transitional Bilingual Programs
Planning for Biliteracy in Heritage Language Programs 21
ACTIVITIES FOR REFLECTION AND ACTION 21
CHAPTER 2
Students: A Multilingual Perspective 23
KEY POINTS 23
BEGINNING WITH THE LEARNER 23
BILITERACY LEARNER PROFILES 24
Carmen: A Newly Arrived Immigrant from a Spanish-Only Home 25
Paulo: A First-Generation U S Student with Oral Proficiency in Spanish and English 25
Antonio: A Newly Arrived Immigrant with Educational Experience in Spanish 26
Lucia: A Heritage Spanish Speaker in a Spanish-for-Native-Speakers Program 27
Hannah: A Dual-Language-Program Student from an English-Only Home 29
KEY CHARACTERISTICS THAT DISTINGUISH BILINGUAL LEARNERS 29
Linguistic Characteristics 29
Cultural Characteristics 30
Academic Characteristics 32
COLLECTING INFORMATION ABOUT STUDENTS: TOOLS AND STRATEGIES 32
The Kind of Information to Collect 32
How to Collect Information 33
Instructional Strategies That Inform While Teaching 34
MEETING THE NEEDS OF DIFFERENT LEARNERS 34
BILITERACY LEARNER PROFILES AND THE THREE PREMISES 34
ACTIVITIES FOR REFLECTION AND ACTION 35
CHAPTER 3
Teachers: Capitalizing on Life Experiences
and Diversity 36
KEY POINTS 36
TEACHER PROFILES 36
Elena: Normalista from Mexico 36
Monica: U S -born Latina 39
Susan: Adult Learner of Spanish 40
TEACHER COLLABORATION AND REFLECTION 42
Engaging in Self-Reflection 44
Addressing the Strengths and Challenges of Each Teacher 44
TEACHER PROFILES AND THE THREE PREMISES 46
ACTIVITIES FOR REFLECTION AND ACTION 47
CHAPTER 4
Planning the Strategic Use of Two Languages 48
KEY POINTS 48
PLANNING FOR THE TEACHER S USE OF LANGUAGE 48
PLANNING STUDENTS CROSS-LINGUISTIC DEVELOPMENT: THE BRIDGE 50
UNIT PLANNING FOR THE STRATEGIC USE OF TWO LANGUAGES 51
Integrating Language Arts and Content-Area Instruction 51
Beginning with a Concrete Activity 52
Moving from the Concrete to the Abstract 56
Reading and Writing Comprehensible Text 57
Making Cross-Linguistic Connections through the Bridge 60
THE BILITERACY UNIT FRAMEWORK AND THE THREE PREMISES 61
ACTIVITIES FOR REFLECTION AND ACTION 62
CHAPTER 5
Language Resources, Linguistic Creativity, and Cultural
Funds of Knowledge 66
KEY POINTS 66
THE IMPORTANCE OF ORAL LANGUAGE 66
ORAL LANGUAGE DEVELOPMENT OF BILINGUAL LEARNERS 67
Simultaneous Bilingual Development 67
Sequential Bilingual Development 68
RECOGNIZING AND BUILDING ON STUDENTS ORAL LANGUAGE AND BACKGROUND
KNOWLEDGE 69
Linguistic Creativity of Bilingual Learners: Using Spanish and English Together 69
Varieties of Spanish 71
Student Background Knowledge 72
Student Funds of Knowledge 73
TEACHERS AS LEARNERS: STRATEGIES FOR LEARNING ABOUT STUDENTS 74
Analysis of Student Linguistic Creativity 75
Tapping into Student Language and Cultural Resources 76
ORAL LANGUAGE, BACKGROUND KNOWLEDGE, AND THE THREE PREMISES 76
ACTIVITIES FOR REFLECTION AND ACTION 77
CHAPTER 6
Building Background Knowledge 78
KEY POINTS 78
STUDENT FUNDS OF KNOWLEDGE AND LINGUISTIC CREATIVITY IN THE CLASSROOM 78
IMPLEMENTING THE BILITERACY UNIT FRAMEWORK 79
STRATEGIES THAT SUPPORT THE DEVELOPMENT OF BACKGROUND KNOWLEDGE AND ACADEMIC
LANGUAGE 80
Total Physical Response and Adapted Readers Theater 81
Concept Attainment 81
Contents xiii
Fishbowl 82
Field Trip, Experiment, and Movie 82
Word Sort and Sentence Prompts 83
Other Strategies for Developing Background Knowledge and Academic Oral Language 83
STRATEGIES FOR THE CONTINUED SUPPORT OF ACADEMIC LANGUAGE IN THE CLASSROOM 84
Model and Redirect 85
Formal and Informal Language Anchor Charts 85
Contrastive Analysis of Language 86
BUILDING BACKGROUND KNOWLEDGE AND ACADEMIC ORAL LANGUAGE AND THE THREE
PREMISES 87
ACTIVITIES FOR REFLECTION AND ACTION 87
CHAPTER 7
Reading Comprehension 88
KEY POINTS 88
THE IMPORTANCE OF COMPREHENSION IN LITERACY INSTRUCTION 88
The Inseparability of Reading Comprehension and Reading Skills 88
The Interacting Elements of Comprehension: Reader, Text, and Context 90
CREATING A CLASSROOM THAT IS FOCUSED ON COMPREHENSION 92
Assessing Comprehension 92
Picture Walk, Read Aloud, Talk to Your Partner, and Sentence Prompts 92
Language Experience Approach 94
Focused Reading 94
Say Something 95
CLASSROOM ROUTINES THAT ENHANCE COMPREHENSION: SUSTAINED SILENT READING
AND READERS INTERVIEWS 95
READING COMPREHENSION AND THE THREE PREMISES 97
ACTIVITIES FOR REFLECTION AND ACTION 98
CHAPTER 8
Writing: A Multilingual Perspective 99
KEY POINTS 99
LEARNING TO WRITE IN SPANISH IN THE UNITED STATES: AN INTEGRATED APPROACH 99
FROM ORAL LANGUAGE TO PRINT 100
Emergent Writing at the Word Level 101
Emergent Writing and Discourse Pattern 101
WRITING STRATEGIES THAT RESPECT AND REFLECT ALL THE LANGUAGE RESOURCES OF TWO-
LANGUAGE LEARNERS 104
Language Experience Approach 104
Dialogue Journals 106
Content-Area Journals 107
TEACHING AND ASSESSING WRITING WITH A MULTILINGUAL PERSPECTIVE 108
AN INTEGRATED APPROACH TO TEACHING WRITING AND THE THREE PREMISES 112
ACTIVITIES FOR REFLECTION AND ACTION 112
CHAPTER 9
Word Study and Fluency: The Dictado and Other Authentic
Strategies 114
KEY POINTS 114
A CONSTRUCTIVE APPROACH TO WORD STUDY 114
MATCHING WORD STUDY TO THE STRUCTURE OF THE LANGUAGE 115
WORD STUDY AND INITIAL LITERACY INSTRUCTION IN SPANISH 118
SPANISH WORD-STUDY STRATEGIES 119
Phonological Development in the Primary Grades 120
Word Walls and Anchor Charts in Spanish 122
The Dictado 126
ASSESSING WORD-STUDY GROWTH 128
FLUENCY 130
WORD STUDY AND FLUENCY AND THE THREE PREMISES 131
ACTIVITIES FOR REFLECTION AND ACTION 131
CHAPTER 10
The Bridge: Strengthening Connections
between Languages 133
KEY POINTS 133
BRIDGING RATHER THAN TRANSITIONING: MOVING FROM A ONE-WAY STREET TO A TWO-WAY
BRIDGE 133
BRIDGING AND THE STRATEGIC USE OF TWO LANGUAGES 134
KEY CHARACTERISTICS OF THE BRIDGE 135
Focus on Language Through the Use of a Concrete Activity 135
Active Student Engagement 136
Contrastive Analysis 140
IMPORTANT ELEMENTS OF THE BRIDGE 143
The Focus of the Bridge 143
Frequency of the Bridge 143
Extension Activities 144
Knowledge of Spanish That Students May Use in English 144
CONSIDERATIONS FOR SUCCESSFUL USES OF THE BRIDGE 147
Time and Frequency 147
Where the Bridge Fits in the Overall Instructional Plan 147
Process: Students Anchor the Bridge 148
SAMPLE EXTENSION ACTIVITIES FOR 1ST GRADE AND HIGH SCHOOL 148
BRIDGING AND THE THREE PREMISES 149
ACTIVITIES FOR REFLECTION AND ACTION 149
GLOSSARY 151
HOW SPANISH WORKS 155
REFERENCES 167
INDEX 171
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| spelling | Beeman, Karen Verfasser aut Teaching for biliteracy strengthening bridges between languages Karen Beeman and Cheryl Urow Philadelphia Caslon Publishing 2013 XIV, 174 S. Ill. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Englisch Education, Bilingual United States English language Study and teaching United States Spanish speakers Zweisprachiger Unterricht (DE-588)7581317-8 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Zweisprachiger Unterricht (DE-588)7581317-8 s DE-604 Urow, Cheryl Verfasser aut HEBIS Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025955520&sequence=000004&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Beeman, Karen Urow, Cheryl Teaching for biliteracy strengthening bridges between languages Englisch Education, Bilingual United States English language Study and teaching United States Spanish speakers Zweisprachiger Unterricht (DE-588)7581317-8 gnd |
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| title | Teaching for biliteracy strengthening bridges between languages |
| title_auth | Teaching for biliteracy strengthening bridges between languages |
| title_exact_search | Teaching for biliteracy strengthening bridges between languages |
| title_full | Teaching for biliteracy strengthening bridges between languages Karen Beeman and Cheryl Urow |
| title_fullStr | Teaching for biliteracy strengthening bridges between languages Karen Beeman and Cheryl Urow |
| title_full_unstemmed | Teaching for biliteracy strengthening bridges between languages Karen Beeman and Cheryl Urow |
| title_short | Teaching for biliteracy |
| title_sort | teaching for biliteracy strengthening bridges between languages |
| title_sub | strengthening bridges between languages |
| topic | Englisch Education, Bilingual United States English language Study and teaching United States Spanish speakers Zweisprachiger Unterricht (DE-588)7581317-8 gnd |
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