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<div>The whole thing sounds messed up — especially the part about refusing to sit down with the teacher to talk about the observation. </div>
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<div>On the narrow question of the positioning of the Spanish and English text — I think that’s nitpicking. There may be some argument that the putting English on top puts it in a more privileged position, but even in side-by-side text one could argue the one
on the left is “privileged” because we read left-to-right. </div>
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<div>More important is the pedagogical purpose, and its sounds like the effort was to allow students to draw on their linguistic repertoires to make sense of the texts — sounds pretty defensible to me. </div>
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<div>Wayne E. Wright, PhD</div>
<div>Professor and Barbara I. Cook Chair of Literacy and Language</div>
<div>Purdue University</div>
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<div>Co-Editor, Journal of Language, Identity, and Education (<a href="http://www.tandfonline.com/toc/hlie20/current">http://www.tandfonline.com/toc/hlie20/current</a>)</div>
<div>Editor, Journal of Southeast Asian American Education and Advancement (<a href="http://www.jsaaea.org">http://www.jsaaea.org</a>)</div>
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<span style="font-weight:bold">From: </span><<a href="mailto:edling-bounces@bunner.geol.lu.se">edling-bounces@bunner.geol.lu.se</a>> on behalf of Susan Behrens <<a href="mailto:sbehrens@mmm.edu">sbehrens@mmm.edu</a>><br>
<span style="font-weight:bold">Reply-To: </span>The Educational Linguistics List <<a href="mailto:edling@bunner.geol.lu.se">edling@bunner.geol.lu.se</a>><br>
<span style="font-weight:bold">Date: </span>Monday, April 18, 2016 at 10:24 AM<br>
<span style="font-weight:bold">To: </span>'The Educational Linguistics List' <<a href="mailto:edling@bunner.geol.lu.se">edling@bunner.geol.lu.se</a>><br>
<span style="font-weight:bold">Subject: </span>Re: [Edling] Urgent question from bilingual teacher<br>
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<p class="MsoNormal"><span style="font-size: 11pt; font-family: Calibri, sans-serif; color: rgb(31, 73, 125);">HI, seems to me that if the observer won’t meet, “dialogue” with the observed, the whole observation write up should be suspect.
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<p class="MsoNormal"><a name="_MailEndCompose"><span style="font-size: 11pt; font-family: Calibri, sans-serif; color: rgb(31, 73, 125);"><o:p> </o:p></span></a></p>
<p class="MsoNormal"><b><span style="font-size: 10pt; font-family: Tahoma, sans-serif;">From:</span></b><span style="font-size: 10pt; font-family: Tahoma, sans-serif;">
<a href="mailto:edling-bounces@bunner.geol.lu.se">edling-bounces@bunner.geol.lu.se</a> [<a href="mailto:edling-bounces@bunner.geol.lu.se">mailto:edling-bounces@bunner.geol.lu.se</a>]
<b>On Behalf Of </b>Miriam E Ebsworth<br>
<b>Sent:</b> Monday, April 18, 2016 8:30 AM<br>
<b>To:</b> Francis Hult; The Educational Linguistics List<br>
<b>Subject:</b> [Edling] Urgent question from bilingual teacher<o:p></o:p></span></p>
<p class="MsoNormal"><o:p> </o:p></p>
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<p class="MsoNormal" style="margin-bottom:12.0pt">Dear Colleagues,<o:p></o:p></p>
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<p class="MsoNormal" style="margin-bottom:12.0pt">A grad of one of our programs is a bilingual (Spanish) social studies teacher in New York City, with 11 years of teaching experience.<o:p></o:p></p>
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<p class="MsoNormal" style="margin-bottom:12.0pt">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.<o:p></o:p></p>
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<p class="MsoNormal">The teacher has requested input on one issue in particular:<o:p></o:p></p>
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<p class="MsoNormal" style="margin-bottom:12.0pt">At the top of the lesson, the teacher had written a guiding question in English with the Spanish version directly underneath.<o:p></o:p></p>
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<p class="MsoNormal" style="margin-bottom:12.0pt">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.)<o:p></o:p></p>
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<p class="MsoNormal" style="margin-bottom:12.0pt">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.<o:p></o:p></p>
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<p class="MsoNormal" style="margin-bottom:12.0pt">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). <o:p></o:p></p>
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<p class="MsoNormal" style="margin-bottom:12.0pt">Thank you in advance for sharing your perspective. I'll pass it on.<o:p></o:p></p>
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<p class="MsoNormal">Sincerely,<o:p></o:p></p>
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<p class="MsoNormal" style="margin-bottom:12.0pt">Miriam<o:p></o:p></p>
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<p class="MsoNormal">Miriam Eisenstein Ebsworth, PhD<br>
Dir. of PhD & Post-MA Programs in Multilingual Multicultural Studies<br>
NYU Steinhardt, <o:p></o:p></p>
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<p class="MsoNormal">316 East Building<o:p></o:p></p>
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<p class="MsoNormal">New York, NY 10003<br>
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Research Editor: Journal of Writing and Pedagogy<br>
Chair, NABE Research SIG Advisory Board<o:p></o:p></p>
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<p class="MsoNormal" style="margin-bottom:12.0pt">Co-chair, ELL Think Tank<br>
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office phone: (212) 998-5195<br>
office fax: (212) 995-3636 <br>
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