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Dear Miriam
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<div class="">I would suggest contacting Antonella Sorace, for an authoritative view.</div>
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<div class="">Best regards</div>
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<div class="">Amanda Murphy<br class="">
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Amanda Murphy</div>
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</span>Full Professor of English Language and Translation</div>
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Director Centre for Higher Education Internationalisation </div>
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Tel. 02 7234 2745</div>
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Email: <a href="mailto:amanda.murphy@unicatt.it" class="">amanda.murphy@unicatt.it</a></div>
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<div class="">On 18 Apr 2016, at 14:29, Miriam E Ebsworth <<a href="mailto:mee1@nyu.edu" class="">mee1@nyu.edu</a>> wrote:</div>
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<div class="">Dear Colleagues,<br class="">
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A grad of one of our programs is a bilingual (Spanish) social studies teacher in New York City, with 11 years of teaching experience.<br class="">
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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.<br class="">
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The teacher has requested input on one issue in particular:<br class="">
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At the top of the lesson, the teacher had written a guiding question in English with the Spanish version directly underneath.<br class="">
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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.)<br class="">
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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.<br class="">
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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).
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Thank you in advance for sharing your perspective. I'll pass it on.<br class="">
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Miriam<br class="">
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<div dir="ltr" class="">Miriam Eisenstein Ebsworth, PhD<br class="">
Dir. of PhD & Post-MA Programs in Multilingual Multicultural Studies<br class="">
NYU Steinhardt,
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Research Editor: Journal of Writing and Pedagogy<br class="">
Chair, NABE Research SIG Advisory Board</div>
<div class="">Co-chair, ELL Think Tank<br class="">
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office phone: (212) 998-5195<br class="">
office fax: (212) 995-3636 <br class="">
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