CUNY Teaching Bilinguals Web Series

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?

Sample Solution

CUNY Teaching Bilinguals Web Series: Response to Video Questions

Video 1: Getting Acquainted

Language Practices in My Education:

(Replace "Florida" with your relevant location throughout)

While I haven't personally experienced being forced to remain silent in school for not speaking English, I have witnessed instances where students from non-English speaking backgrounds felt discouraged from using their home language. This could manifest as:

Teachers correcting students' grammar even in casual conversation, making them feel self-conscious about their native language.
Limited opportunities to use their home language in classroom activities or assignments.
A classroom environment that doesn't celebrate cultural and linguistic diversity.

Advocacy for English Language Learners:

In the 1980s, groups like the Florida Association of Bilingual Educators (FABE) and the Council of Parents for School Integration (COPSI) advocated for the rights of English language learners in Florida. This advocacy resulted in the 1990 Florida Consent Decree, which mandated:

Structured English immersion programs for all non-English speaking students.
Qualified bilingual education teachers for these programs.
Parental involvement in their children's education.

Full Answer Section

Translanguaging:

Translanguaging refers to the use of both a student's home language and English for learning. It acknowledges the multilingual reality of students and leverages their existing language skills to develop new ones. I believe translanguaging is a valuable practice because:

It builds confidence: Students feel comfortable expressing themselves freely.
It bridges the gap: Their home language becomes a bridge to understanding new concepts in English.
It promotes deeper learning: Students can explore complex ideas through languages they already understand.

Scaffolding with Translanguaging:

Teachers can use translanguaging to create scaffolding structures by:

Providing cognates and synonyms: Relating words between the student's home language and English.
Using graphic organizers: Visual aids that allow students to translate and organize information.
Creating collaborative learning activities: Students can explain concepts to each other in both languages.

Video 2: Being an Advocate for Bilingual Students

Using Student Backgrounds as Resources:

Ms. Conte uses students' backgrounds as resources by:

Incorporating cultural celebrations: Integrating holidays and traditions from students' cultures into the curriculum.
Inviting parents as guest speakers: Parents can share their professions or cultural expertise with the class.

Additional Ideas:

Research projects on students' heritage countries: Students can learn about their own and each other's cultures.
Multilingual book clubs: Students can read and discuss books in their home languages or translated versions.

Multicultural Books and Inclusion:

Multicultural and multilingual books create a culture of inclusion by:

Normalizing diversity: Students see characters who reflect their own backgrounds and experiences.
Celebrating different languages: Books can showcase the beauty and richness of various languages.
Promoting empathy: Students learn about and appreciate other cultures.

My Experience:

(Describe a personal experience with multicultural books, as a student, teacher, or observer).

English Speakers and Bilingual Books:

English speakers can benefit from exposure to bilingual books by:

Expanding their worldview: They learn about different cultures and perspectives.
Developing language skills: They might be exposed to new vocabulary in another language.
Appreciating the power of language: They gain a deeper understanding of the role language plays in communication.

Letting Go of Control:

Ms. Conte's experience highlights that a teacher doesn't need to control everything. Students can learn valuable lessons from collaborating and using their home languages. A more flexible classroom environment fosters creativity, critical thinking, and a sense of ownership over learning.

Video 3: Bilingual Superpowers

Benefits of Graphic Novels:

Graphic novels offer several benefits:

Engaging visuals: Attract students who might struggle with traditional text-heavy materials.
Concise storytelling: Present complex narratives in an accessible format.
Multilingual possibilities: Graphic novels can be translated into multiple languages, making them accessible to a wider audience.

Graphic Novel Assignment Process:

Ms. Ballantyne-Berry uses graphic novels by:

Selecting a text: Choosing a text that aligns with the curriculum and student interests.
Breaking down the story: Students identify key plot points and characters.
Creating storyboards: Students sketch out the visual representation of the story.
Writing dialogue and captions: Students translate their understanding of the story into words.

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