[Edling] Urgent question from bilingual teacher

Miriam E Ebsworth mee1 at nyu.edu
Mon Apr 18 20:38:24 UTC 2016


Thank you for the suggestion Amanda.
I'll follow up.

With appreciation,
Miriam

Miriam Eisenstein Ebsworth, PhD
Dir. of PhD & Post-MA Programs in Multilingual Multicultural Studies
NYU Steinhardt,
316 East Building
New York, NY 10003

Research Editor: Journal of Writing and Pedagogy
Chair, NABE Research SIG Advisory Board
Co-chair, ELL Think Tank

office phone: (212) 998-5195
office fax: (212) 995-3636




On Mon, Apr 18, 2016 at 9:38 AM, Murphy Amanda Clare <
amanda.murphy at unicatt.it> wrote:

> Dear Miriam
>
> I would suggest contacting Antonella Sorace, for an authoritative view.
>
> http://www.lel.ed.ac.uk/~antonell/
>
> Best regards
>
> Amanda Murphy
> ---------------------------
> Amanda Murphy
> Full Professor of English Language and Translation
> Director Centre for Higher Education Internationalisation
> Università Cattolica del Sacro Cuore
> Via Carducci 28/30, Milan 20123.
> Tel. 02 7234 2745
> Email: amanda.murphy at unicatt.it
>
>
>
>
> On 18 Apr 2016, at 14:29, Miriam E Ebsworth <mee1 at nyu.edu> wrote:
>
> Dear Colleagues,
>
> A grad of one of our programs is a bilingual (Spanish) social studies
> teacher in New York City, with 11 years of teaching experience.
>
> The teacher received a super-critical review of a class observation from
> somebody outside the school who observed a single lesson. The observer knew
> nothing in advance about the teacher's curriculum or approach; there had
> been no communication with the teacher in advance of the observation.
> After having written a scathing observation report, the observer refused to
> have a conversation with the teacher, who sought politely to explain their
> perspective and try to understand better the nature of the critique.
>
> The teacher has requested input on one issue in particular:
> At the top of the lesson, the teacher had written a guiding question in
> English with the Spanish version directly underneath.
>
> The teacher, as I understand it, sought to have the students first try to
> understand the text in English, then read it in Spanish, and using all
> linguistic resources make meaning out of the question. (And ultimately, the
> students will be tested in English.)
>
> One of the many criticisms in the observation report was that the English
> and Spanish versions should have appeared side by side rather than one
> above the other. The teacher is perplexed.
>
> While the teacher's explanation makes sense to me, I have been asked
> whether there is any objective guidance available from the research on best
> practices to advocate for EITHER of the 2 approaches (2 languages side by
> side versus one above the other).
>
> Thank you in advance for sharing your perspective. I'll pass it on.
>
> Sincerely,
> Miriam
>
> Miriam Eisenstein Ebsworth, PhD
> Dir. of PhD & Post-MA Programs in Multilingual Multicultural Studies
> NYU Steinhardt,
> 316 East Building
> New York, NY 10003
>
> Research Editor: Journal of Writing and Pedagogy
> Chair, NABE Research SIG Advisory Board
> Co-chair, ELL Think Tank
>
> office phone: (212) 998-5195
> office fax: (212) 995-3636
>
>
>
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