[Edling] Urgent question from bilingual teacher

[Miriam E Ebsworth]

To: Beverly Hong Fincher

Thank you so much for taking the time to reply and for your suggestion and
the reference. I'll be sure to 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 6:57 PM, Beverly Hong-Fincher <hongyuebi at gmail.com>
wrote:

> Hello,
>
> One interesting case of how to successfully maintaining bilingual
> education at home was what YuanRen Chao cited as the use of "Seven Eleven",
> "skie"... in the mix of Mandarin use in home conversation. He advocated
> replacing these with [qi- shang\] ( first tone, fourth tone. Sorry this
> public library computer does not have other scrips)...in order to keep the
> channel clear and consistency.
>
> Best,
> Beverly Hong Fincher
>
> On Mon, Apr 18, 2016 at 9:04 AM, anne marie devlin <
> anne_mariedevlin at hotmail.com> wrote:
>
>> Miriam
>>
>> Current research is coming out strongly in favour of 'translanguaging'
>> where code switching is seen as a benefit to learners rather than a sign of
>> lack of acquisition.
>> I'm not at my desk and don't have access to references at the moment, but
>> a google search should bring up some interesting findings to support your
>> colleagues approach.
>>
>> Hope that helps
>>
>> Anne Marie
>>
>> ------------------------------
>> Date: Mon, 18 Apr 2016 07:29:35 -0500
>> From: mee1 at nyu.edu
>> To: francis.hult at englund.lu.se; edling at bunner.geol.lu.se
>> Subject: [Edling] Urgent question from bilingual teacher
>>
>>
>> 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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>
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