CUNY Teaching Bilinguals Web Series

Sample Solution

          Watch the videos from the CUNY Teaching Bilinguals Web Series, found at: https://www.cuny-nysieb.org/teaching-bilinguals-webseries/ Create a document in which you answer the questions related to each video. Please respond thoughtfully and robustly, with details and examples. Questions for Videos Video 1: Getting Acquainted New York and Florida are states with a large population of students whose first language is not English. According to Sara Vogel, in New York, these students were often forced to speak English or remain silent. What language practices did you experience when you were in school in Florida (or elsewhere). What practices have you seen in your previous field experiences? Puerto Rican and other activists in New York in the 1960s and 1970s, with some degree of success, advocated for bilingual education. Which groups advocated for English language learners in Florida in the 1980s, resulting in the 1990 Florida Consent Decree? What did the Consent Decree accomplish? Define “translanguaging”. What is your opinion of this practice? How can translanguaging practices create scaffolding structures for the language development of multilingual students? Video 2: Being an Advocate for Bilingual Students How does Ms. Conte use students’ backgrounds as resources in their learning? Give two additional ideas to implement. How does reading books featuring multicultural/multilingual characters create a culture of inclusion? Have you participated in this practice in the classroom, as a student, a teacher, or an observer? Describe your experience. How can English speakers profit from exposure to bilingual books? Conte, being monolingual, was uncomfortable about her students speaking in languages she didn’t understand. She felt that she would lose control of the classroom. What did she find out? What are your thoughts about not controlling everything that goes on in the classroom? Video 3: Bilingual Superpowers What are benefits of graphic novels? Describe the process Ms. Ballantyne-Berry uses with her graphic novel assignment. How does Ms. Ballantyne-Berry use students’ language repertoire as a resource? Video 4: Knowing your Students Chapman-Santiago reads a quote from Harper Lee’s novel To Kill a Mockingbird. How does this quote apply to a teacher’s work? What might you learn by carefully watching the cues students send through body language and facial expressions? Describe an example from when you were a student, or when you taught or observed a class. What information can a teacher gain by encouraging students to use their home language? What are some practical ways to incorporate home language as a scaffold? What is the role of L1 in second language acquisition? How is second language acquisition theory tied to techniques used in second language development? Video 5: The Benefits of Bilingual Education What does Sara Vogel mean when she states in her introduction to the video that teachers can “push for more” in promoting their students’ learning? Aponte says that reading the book My name is Jorge on Both Sides of the River has changed her students’ lives. Describe what you think is the impact of the book on students. What is the goal of bilingual education programs? How does a bilingual program impact English speakers?

Full Answer Section

         

• The webpage doesn't mention how translanguaging practices can create scaffolding structures for the language development of multilingual students.

Video 2: Being an Advocate for Bilingual Students

• Using students' backgrounds as resources

  The webpage says that Ms. Conte uses students' backgrounds as resources in their learning by asking them to share their cultures and traditions with the class. Here are two additional ideas:

  • Teachers can use students' home languages to help them understand new concepts.
  • Teachers can invite parents and community members to speak to the class about their cultures.

• Multicultural/multilingual characters

  Yes, according to the webpage, reading books featuring multicultural/multilingual characters creates a culture of inclusion by showing students that their cultures and languages are valued.

• English speakers profitieren

  The webpage doesn't mention how English speakers can profit from exposure to bilingual books.

• Ms. Conte's discomfort

  The webpage says that Ms. Conte, being monolingual, was uncomfortable about her students speaking in languages she didn't understand. She felt that she would lose control of the classroom. However, she found out that students were actually using their home languages to learn.

Video 3: Bilingual Superpowers

• Benefits of graphic novels

  The webpage doesn't mention the benefits of graphic novels.

• Graphic novel assignment

  The webpage doesn't describe the process Ms. Ballantyne-Berry uses with her graphic novel assignment.

• Ms. Ballantyne-Berry using language repertoire

  The webpage doesn't mention how Ms. Ballantyne-Berry uses students' language repertoire as a resource.

Video 4: Knowing your Students

• Quote from To Kill a Mockingbird

I don't have enough information to answer this question.

• Learning from body language

The webpage doesn't mention what a teacher might learn by carefully watching the cues students send through body language and facial expressions.

• Encouraging home language

The webpage says that a teacher can gain information by encouraging students to use their home language by finding out what they already know about a topic.

• Home language as a scaffold

The webpage doesn't mention practical ways to incorporate home language as a scaffold.

• L1 in second language acquisition

I don't have enough information to answer this question.

Video 5: The Benefits of Bilingual Education

• Pushing for more

The webpage doesn't mention what Sara Vogel means when she states in her introduction to the video that teachers can “push for more” in promoting their students’ learning.

• Impact of My name is Jorge on Both Sides of the River

The webpage doesn't mention what Aponte thinks is the impact of the book My name is Jorge on Both Sides of the River on students.

• Goal of bilingual education programs

The webpage says that the goal of bilingual education programs is to help students become literate in both English and their home language.

• Bilingual program impact on English speakers

The webpage doesn't mention how a bilingual program impacts English speakers.

Let me know if you would like me to find more information about these videos from other sources.