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I would just add to Wayne’s suggestion the note that, in terms of TBE, 30 months is still considered short term (early exit) as it is still less than 4-5 years, which are considered really the minimum for an enrichment bilingual education model.
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Deborah Palmer, Ph.D.<br class="">
Associate Professor<br class="">
Bilingual/Bicultural Education<br class="">
Dept of Curriculum and Instruction</div>
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The University of Texas at Austin<br class="">
1912 Speedway Stop, D5700<br class="">
Austin, TX 78712<br class="">
(512) 232-4015, SZB 440E<br class="">
<a href="mailto:debpalmer@austin.utexas.edu" class="">debpalmer@austin.utexas.edu</a><br class="">
SIGN UP FOR OFFICE HOURS HERE: http://tinyurl.com/qg89vrs</div>
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<div class="">On Apr 26, 2016, at 7:06 PM, Wright, Wayne E <<a href="mailto:wewright@purdue.edu" class="">wewright@purdue.edu</a>> wrote:</div>
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Hi Lorrie,</div>
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That is a frustrating situation!</div>
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I would recommend the recent work of Illna Umansky, Rachel Valentino, and Sean Reardon, where they analyzed 12 years of data from a CA district withSEI, transitional, maintenance, and DL programs. Their findings are a bit mixed, but an important issue as it
relates to your issue is their finding that if you look at the short term you can draw the wrong conclusions about the effectiveness of the bilingual education models. They also make a nice argument overall for bilingual program models, especially given the
additional benefits (e.g., bilngualism, biliteracy) that can result without any long-term impact on their English proficiency and academic performance. </div>
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A highly accessible version of their research appears in a recent issue of<span class="Apple-converted-space"> </span><i class="">Educational Leadership<span class="Apple-converted-space"> </span></i>that was theme-focused on helping ELLs Excel. Here’s the
full reference. </div>
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Umansky, I. M., & Reardon, S. F. (2014). Reclassification patterns among Latino English learner students in bilingual, dual immersion, and English immersion classrooms.<span class="Apple-converted-space"> </span><i class="">American Educational Research Journal,
51</i>(5), 879-912. doi:10.3102/0002831214545110</div>
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Hope this helps!</div>
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-Wayne</div>
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<div class="">-- </div>
<div class="">Wayne E. Wright, PhD</div>
<div class="">Professor and Barbara I. Cook Chair of Literacy and Language</div>
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<div class="">Purdue University</div>
<div class="">College of Education</div>
<div class="">Department of Curriculum & Instruction</div>
<div class="">Beering Hall of Liberal Arts and Education, Room 4108</div>
<div class="">100 N. University St.</div>
<div class="">West Lafayette, IN 47909</div>
<div class=""><a href="http://www.edci.purdue.edu/faculty_profiles/wright/index.html" class="">http://www.edci.purdue.edu/faculty_profiles/wright/index.html</a></div>
<div class="">Editor,<i class=""><span class="Apple-converted-space"> </span>Journal of Southeast Asian American Education and Advancement</i><span class="Apple-converted-space"> </span>(<a href="http://www.jsaaea.org/" class="">www.jsaaea.org</a>)</div>
<div class="">Co-Editor,<span class="Apple-converted-space"> </span><i class="">Journal of Language, Identity, and Education</i><span class="Apple-converted-space"> </span>(<a href="http://www.tandfonline.com/loi/hlie20" class="">www.tandfonline.com/loi/hlie20</a>)</div>
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<span style="font-weight: bold;" class="">From:<span class="Apple-converted-space"> </span></span><<a href="mailto:edling-bounces@bunner.geol.lu.se" class="">edling-bounces@bunner.geol.lu.se</a>> on behalf of "Verplaetse, Loretta S." <<a href="mailto:verplaetsel1@southernct.edu" class="">verplaetsel1@southernct.edu</a>><br class="">
<span style="font-weight: bold;" class="">Reply-To:<span class="Apple-converted-space"> </span></span>The Educational Linguistics List <<a href="mailto:edling@bunner.geol.lu.se" class="">edling@bunner.geol.lu.se</a>><br class="">
<span style="font-weight: bold;" class="">Date:<span class="Apple-converted-space"> </span></span>Tuesday, April 26, 2016 at 3:14 PM<br class="">
<span style="font-weight: bold;" class="">To:<span class="Apple-converted-space"> </span></span>The Educational Linguistics List <<a href="mailto:edling@bunner.geol.lu.se" class="">edling@bunner.geol.lu.se</a>><br class="">
<span style="font-weight: bold;" class="">Subject:<span class="Apple-converted-space"> </span></span>[Edling] efficacy of transitional Bilingual ed at the 30 month mark.<br class="">
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<div style="font-family: Calibri, sans-serif; font-size: 14px;" class="">Dear edling colleagues:</div>
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<font size="3" face="Calibri" class="">I am in need of some help thinking about a condition I am facing in our state. </font><span style="font-family: Calibri; font-size: 12px;" class="">CT still has a legislative mandate for bilingual ed programming. But since
1999 the state has limited the student’s time in such programs to 30 months.</span><span style="font-family: Calibri; font-size: 12px;" class=""> <span class="Apple-converted-space"> </span></span><span style="font-family: Calibri; font-size: 12px;" class="">Consequently,
our bilingual ed programs have been forced into transitional programs, as opposed to maintenance programs.</span><span style="font-family: Calibri; font-size: 12px;" class=""> <span class="Apple-converted-space"> </span></span><span style="font-family: Calibri; font-size: 12px;" class="">While
the program design may vary from district to district, a number of them claim to follow this practice: Year 1: 90% L1/10% L2; Year 2: 50%/50%; and Year 3: 10% L1/90% L2--English.</span></div>
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<font size="3" face="Calibri" class="">A number of the larger districts have just reported that after 3 years in bil ed, their EL students are performing more poorly on their standardized language assessment (LAS Links), then are those ELs who declined bilingual
ed, and received only limited pullout ESL while integrated in mainstream classroom for the same 3 years.<o:p class=""></o:p></font></div>
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<font size="3" face="Calibri" class=""> I am familiar with studies that show this patterning (favoring immersion with ESL support) after only 10 months of schooling. And I understand why this occurs, given that the positive results of bilingual ed are often
deferred until later. Numbers of studies indicate that the positive results of bilingual education are often not fully evident as measured by English academic tests until 4-5 years after students begin bilingual ed.<span class="Apple-converted-space"> </span><o:p class=""></o:p></font></div>
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<font size="3" face="Calibri" class="">But to see consistent patterning from districts in my state, in which ESL pullout students achieve stronger test scores than Bilingual Ed students after 30 months, has me stymied. I don’t know how to talk to the teachers
about the ultimate value of bilingual education, when they are claiming that their data proves otherwise at the end of 3 years.<o:p class=""></o:p></font></div>
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<font size="3" face="Calibri" class="">I am looking for two things please: 1) your own thoughts/hypotheses about this performance phenomenon I have described and 2) any studies that can speak to this issue, particularly at the 30 month mark.<o:p class=""></o:p></font></div>
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<font size="3" class=""><font face="Calibri" class="">Thank you for your thoughts.</font></font></div>
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<div class="">Lorrie Stoops Verplaetse, Ph.D.</div>
<div class="">Professor, Coordinator of TESOL & Bilingual Education</div>
<div class="">Director, Training for All Teachers Program</div>
<div class="">Southern CT State University</div>
<div class="">Engleman Hall, D-170, 501 Crescent Street</div>
<div class="">New Haven, CT 06515</div>
<div class="">203 392 6759</div>
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<span style="font-weight: bold;" class="">From:<span class="Apple-converted-space"> </span></span><<a href="mailto:edling-bounces@bunner.geol.lu.se" class="">edling-bounces@bunner.geol.lu.se</a>> on behalf of Larry Selinker <<a href="mailto:larry.selinker@nyu.edu" class="">larry.selinker@nyu.edu</a>><br class="">
<span style="font-weight: bold;" class="">Reply-To:<span class="Apple-converted-space"> </span></span>"<a href="mailto:larry.selinker@nyu.edu" class="">larry.selinker@nyu.edu</a>" <<a href="mailto:larry.selinker@nyu.edu" class="">larry.selinker@nyu.edu</a>>,
The Educational Linguistics List <<a href="mailto:edling@bunner.geol.lu.se" class="">edling@bunner.geol.lu.se</a>><br class="">
<span style="font-weight: bold;" class="">Date:<span class="Apple-converted-space"> </span></span>Thursday, April 21, 2016 at 10:12 AM<br class="">
<span style="font-weight: bold;" class="">To:<span class="Apple-converted-space"> </span></span>The Educational Linguistics List <<a href="mailto:edling@bunner.geol.lu.se" class="">edling@bunner.geol.lu.se</a>><br class="">
<span style="font-weight: bold;" class="">Subject:<span class="Apple-converted-space"> </span></span>[Edling] trying to understand "translanguaging": yet another context<br class="">
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<div dir="ltr" class=""><b class="">oh my, i thought i knew of all the possible<span class="Apple-converted-space"> </span>
<div class="gmail_default" style="display: inline;">contexts and </div>
<span class="Apple-converted-space"> </span>situations that "translanguaging" intended to cover (i will continue to use scare quotes til i know what it is), but there is Hartmut bringing up one<span class="Apple-converted-space"> </span>
<div class="gmail_default" style="display: inline;">more context </div>
<span class="Apple-converted-space"> </span>that NEVER occurred to me: text<span class="Apple-converted-space"> </span>
<div class="gmail_default" style="display: inline;">books in different languages.</div>
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<div class="gmail_default" style="display: inline;">there is an academic principle here of great importance which i implied in my last message: </div>
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<div class="gmail_default" style="display: inline;">if one wants clarity in concepts, one must be clear on the limited domains covered.</div>
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<div class="gmail_default" style="display: inline;">one cannot cover everything and </div>
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<div class="gmail_default" style="display: inline;">too many domains seems always to lead to vacuousness and takes away from understanding, never mind wisdom. thus, the number and types of domains to be covered must be stated upfront.</div>
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<div class="gmail_default" style="display: inline;">the discussion continues. </div>
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<div class="gmail_default" style="display: inline;">harmut, i was </div>
<span class="Apple-converted-space"> </span></font></b><font class=""><b class="">intrigued</b></font><b class=""><font class=""><span class="Apple-converted-space"> </span>
<div class="gmail_default" style="display: inline;"><span class="Apple-converted-space"> </span>by this statement, which i hope you will clarify: </div>
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<div class="gmail_default" style="display: inline;">> </div>
<span class="Apple-converted-space"> </span></font></b><span style="font-family: Tahoma; font-size: 13.3333px;" class="">what counts is not how many languages are present in the university classroom (far more than before) but how many shared languages are available
(often only English).</span><span style="font-family: Tahoma; font-size: 13.3333px;" class=""> </span></div>
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<div class="gmail_default" style="display: inline;">why do you believe that? do you have any evidence?</div>
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<div class="gmail_default" style="display: inline;">but more important to this discussion, </div>
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<div class="gmail_default" style="display: inline;">doesn't your statement go against the "translanguaging" ethos?, </div>
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<div class="gmail_default" style="display: inline;">i.e. in the "translanguaging context", as i understand it in my limited way, one should avoid referring to discrete languages cos the practices involved in bilingualism are more dynamic with participants using
whatever resources they have in trying to communicate or, as Mim elegantly said: </div>
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<div class="gmail_default" style="display: inline;">> t</div>
<span class="Apple-converted-space"> </span></font></b><span style="font-size: 12.8px;" class="">he focus on using all resources to make meaning</span></div>
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<div class="gmail_default" style="display: inline;">i think garcia is really adamant on that point in the g</div>
<span class="Apple-converted-space"> </span></font></b><b class="">rosjean<span class="Apple-converted-space"> </span>
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<div class="gmail_default" style="display: inline;">interview i referred to last message. and wonder how you relate to this central point, the assertion being that discreteness is artificial and out the window.</div>
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What is Translanguaging? An interview with Ofelia García Posted Mar 02, 2016<br class="">
<a href="https://na01.safelinks.protection.outlook.com/?url=https%3a%2f%2fwww.psychologytoday.com%2fblog%2flife-bilingual%2f201603%2fwhat-is-translanguaging&data=01%7c01%7cVerplaetseL1%40southernct.edu%7c44db80439ed146bb57f808d36a2b504b%7c58736863d60e40ce95c60723c7eaaf67%7c1&sdata=PGgc%2fWefIlZkbG9oJTstL%2f7w%2fCKL2iu9gSCWJCYdrmE%3d" class="">https://www.psychologytoday.com/blog/life-bilingual/201603/what-is-translanguaging</a>
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Best,<span class="Apple-converted-space"> </span><br class="">
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Larry Selinker</font></b>
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<div class="gmail_quote">On Thu, Apr 21, 2016 at 5:40 AM, Hartmut Haberland<span class="Apple-converted-space"> </span><span dir="ltr" class=""><<a href="mailto:hartmut@ruc.dk" target="_blank" class="">hartmut@ruc.dk</a>></span><span class="Apple-converted-space"> </span>wrote:<br class="">
<blockquote class="gmail_quote" style="margin: 0px 0px 0px 0.8ex; border-left-width: 1px; border-left-color: rgb(204, 204, 204); border-left-style: solid; padding-left: 1ex;" type="cite">
<div class="">
<div style="direction: ltr; font-family: Tahoma; font-size: 10pt;" class="">I agree with Larry that we have to make clear what we mean by that elusive term, and of course also with Peter
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<div class="">("<font face="Calibri,sans-serif" size="2" class=""><span style="font-size: 14px;" class="">it seems most people using it are trying to capture Garcia’s notion of a post-structural approach to looking at multilingual repertoires through language
practice").</span></font></div>
<div class="">It is important for me to insist that translanguaging is something quite different from polylanguaging and that the practice of teaching in one language (e.g. Danish) while using textbooks and other material in other languages (like, in Denmark,
Danish, Norwegian, Swedish, English and German) was a form of translanguaging widely practiced until the '90. The success of EMI did stop that for teaching in English - not because there is anything wrong with teaching in English in an non-English-speaking
country, but because under conditions of internationalization, what counts is not how many languages are present in the university classroom (far more than before) but how many shared languages are available (often only English). This is Taina Saarinen and
Tarja Nikula's <i class="">paradox of internationalization</i>. (See also the paper by Fabricius, Mortensen and myself on "The lure of internationalization" now available on-line in<span class="Apple-converted-space"> </span><i class="">Higher Education</i>.)</div>
<span class=""><font color="#888888" class="">
<div class="">Hartmut Haberland</div>
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<div style="direction: ltr;" class=""><font face="Tahoma" size="2" class=""><b class="">Fra:</b><a href="mailto:edling-bounces@bunner.geol.lu.se" target="_blank" class="">edling-bounces@bunner.geol.lu.se</a><span class="Apple-converted-space"> </span>[<a href="mailto:edling-bounces@bunner.geol.lu.se" target="_blank" class="">edling-bounces@bunner.geol.lu.se</a>]
på vegne af Larry Selinker [<a href="mailto:larry.selinker@nyu.edu" target="_blank" class="">larry.selinker@nyu.edu</a>]<br class="">
<b class="">Sendt:</b><span class="Apple-converted-space"> </span>21. april 2016 03:28<br class="">
<b class="">Til:</b><span class="Apple-converted-space"> </span>The Educational Linguistics List<br class="">
<b class="">Emne:</b><span class="Apple-converted-space"> </span>Re: [Edling] trying to understand "translanguaging", continued<br class="">
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<div style="" class=""><b class="">thank you so much, peter, for sharing this info on AAAL and the debates there. </b></div>
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<div style="" class=""><b class="">notice how many goals and purposes are out there. if this concept is hard to pin down,then what are people applying and why?</b></div>
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<div style="" class=""><b class="">So, we can</b><b class=""> agree that "translanguaging" is being used in a number of different ways that may not be compatible? </b><b style="color: rgb(34, 34, 34);" class=""><span class="Apple-converted-space"> </span>
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<div style="display: inline !important;" class="">if so, this must mean that there is no one unique "<b style="color: rgb(34, 34, 34);" class=""><span class="Apple-converted-space"> </span>
<div style="display: inline !important;" class=""><span style="font-family: Calibri, sans-serif; font-size: 14px; font-weight: normal;" class="">translanguaging perspective</span></div>
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<div style="display: inline !important;" class="">" that can be applied, the danger being that the concept becomes so amorphous that it becomes vacuuous.</div>
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<div style="display: inline !important;" class="">now, </div>
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<div style="display: inline !important;" class="">why is the concept popular? </div>
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<div style="display: inline !important;" class="">will this last? or, will it become the flavor of the day?</div>
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<div style="display: inline !important;" class="">so, for that not to happen, then some things are necessary:</div>
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<div style="display: inline !important;" class="">1. whenever it is used, that person must say what they mean by the concept.</div>
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<div style="display: inline !important;" class=""><b style="color: rgb(34, 34, 34);" class="">
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<div style="display: inline !important;" class="">2. look for commonalities in all the variants.</div>
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<div style="display: inline !important;" class="">3. and, of course, distinguishing features of the variant approaches.</div>
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<div style="display: inline !important;" class="">basically, </div>
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<div style="display: inline !important;" class="">trying to pin it down, let me suggest some common characteristics; please tell me if these make sense and feel free to add:</div>
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<div style="display: inline !important;" class="">- - all the variant approaches </div>
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<div style="display: inline !important;" class="">
<div style="display: inline !important;" class="">are interested in linguistic <b style="color: rgb(34, 34, 34);" class=""><span class="Apple-converted-space"> </span>
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<div style="display: inline !important;" class="">practices as opposed to linguistic systems</div>
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<div style="display: inline !important;" class="">- - all the variant approaches thus g</div>
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<div style="display: inline !important;" class="">o for dynamism as opposed to static linguistic systems.</div>
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<div style="" class="">so, what has come before is too static for the various goals. all that work cannot be totally useless. what is being drawn upon from prior work to cover all these dynamic contexts? </div>
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<div style="" class="">well, let's try to get some clarity.</div>
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Best,<span class="Apple-converted-space"> </span><br class="">
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Cheers,<span class="Apple-converted-space"> </span><br class="">
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Larry<br class="">
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Larry Selinker</font></b>
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<div class="gmail_quote">On Wed, Apr 20, 2016 at 4:45 PM, Peter Sayer<span class="Apple-converted-space"> </span><span dir="ltr" class=""><<a href="mailto:peter.sayer@utsa.edu" target="_blank" class="">peter.sayer@utsa.edu</a>></span><span class="Apple-converted-space"> </span>wrote:<br class="">
<blockquote class="gmail_quote" style="margin: 0px 0px 0px 0.8ex; border-left-width: 1px; border-left-color: rgb(204, 204, 204); border-left-style: solid; padding-left: 1ex;" type="cite">
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<div class="">At AAAL in Florida a few weeks ago there were at least 3 symposia dealing with multilingualism in the classroom, many from a translanguaging perspective, which followed several symposia and papers from last year’s conference on translanguaging,
and including a lively debate about the differences between code-switching and translanguaging framework. To answer the “many ways” part of Larry’s comment: the translanguaging work has included looking at bilingual K-12 classrooms, but also heritage language
schools, higher education settings, academic second language writing, as well as looking at it from an interactional perspective of what students in classroom do to negotiate academic content, from the teacher’s perspective of how she more effectively draws
on students’ multilingual resources; it’s also been used to look at multilingual workspaces, transnationals’ social media posts, as so forth. </div>
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<div class="">I agree that the term is being used in a variety of ways that aren’t always consistent with each other (as with any newer concept, and hence those questioning if the term is really needed if “code-switching” still does perfectly well), but generally
it seems most people using it are trying to capture Garcia’s notion of a post-structural approach to looking at multilingual repertoires through language practice – which therefore includes but is broader than code-switching (and like most po-mo concepts quite
hard to pin down). </div>
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<span style="font-weight: bold;" class="">From:<span class="Apple-converted-space"> </span></span><<a href="mailto:edling-bounces@bunner.geol.lu.se" target="_blank" class="">edling-bounces@bunner.geol.lu.se</a>> on behalf of Larry Selinker <<a href="mailto:larry.selinker@nyu.edu" target="_blank" class="">larry.selinker@nyu.edu</a>><br class="">
<span style="font-weight: bold;" class="">Reply-To:<span class="Apple-converted-space"> </span></span>"<a href="mailto:larry.selinker@nyu.edu" target="_blank" class="">larry.selinker@nyu.edu</a>" <<a href="mailto:larry.selinker@nyu.edu" target="_blank" class="">larry.selinker@nyu.edu</a>>,
The Educational Linguistics List <<a href="mailto:edling@bunner.geol.lu.se" target="_blank" class="">edling@bunner.geol.lu.se</a>><br class="">
<span style="font-weight: bold;" class="">Date:<span class="Apple-converted-space"> </span></span>Monday, April 18, 2016 at 8:25 PM<br class="">
<span style="font-weight: bold;" class="">To:<span class="Apple-converted-space"> </span></span>The Educational Linguistics List <<a href="mailto:edling@bunner.geol.lu.se" target="_blank" class="">edling@bunner.geol.lu.se</a>><br class="">
<span style="font-weight: bold;" class="">Subject:<span class="Apple-converted-space"> </span></span>Re: [Edling] Urgent question from bilingual teacher<br class="">
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<div style="" class=""><b class="">sorry, i have no knowledge on this, but something peter mentioned did intrigue me:</b></div>
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<div style="" class=""><b class="">> </b><span style="font-family: Calibri, sans-serif; font-size: 14px;" class="">Anne Marie mentions the concept is being used in many ways recently,</span><span style="font-family: Calibri, sans-serif; font-size: 14px;" class=""> </span></div>
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<div style="" class=""><b class="">i did see a message from <span style="font-family: Calibri, sans-serif; font-size: 14px;" class="">Anne Marie but did not see mention of these "many ways". i must confess i have had trouble getting a clear idea of this concept
from the vast and growing literature. </span></b><b class=""><span style="font-family: Calibri, sans-serif; font-size: 14px;" class="">i would really like to know what are the many ways that the concept is being used, either from Peter or </span></b><span style="font-family: Calibri, sans-serif; font-size: 14px;" class="">Anne
Marie.</span></div>
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Best,<span class="Apple-converted-space"> </span><br class="">
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Cheers,<span class="Apple-converted-space"> </span><br class="">
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Larry<br class="">
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Larry Selinker</font></b>
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<div class="gmail_quote">On Mon, Apr 18, 2016 at 5:25 PM, Miriam E Ebsworth<span class="Apple-converted-space"> </span><span dir="ltr" class=""><<a href="mailto:mee1@nyu.edu" target="_blank" class="">mee1@nyu.edu</a>></span><span class="Apple-converted-space"> </span>wrote:<br class="">
<blockquote class="gmail_quote" style="margin: 0px 0px 0px 0.8ex; border-left-width: 1px; border-left-color: rgb(204, 204, 204); border-left-style: solid; padding-left: 1ex;" type="cite">
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<div class="">Dear Peter,<br class="">
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Thank you for your thoughts and for taking the time and trouble to share them.<br class="">
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I'll forward them to the teacher.<br class="">
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Sincerely,<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,
<div class="">316 East Building<br class="">
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<div class="">New York, NY 10003<br class="">
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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:<span class="Apple-converted-space"> </span><a href="tel:%28212%29%20998-5195" value="+12129985195" target="_blank" class="">(212) 998-5195</a><br class="">
office fax:<span class="Apple-converted-space"> </span><a href="tel:%28212%29%20995-3636" value="+12129953636" target="_blank" class="">(212) 995-3636</a> <br class="">
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<div class="gmail_quote">On Mon, Apr 18, 2016 at 3:15 PM, Peter Sayer<span class="Apple-converted-space"> </span><span dir="ltr" class=""><<a href="mailto:peter.sayer@utsa.edu" target="_blank" class="">peter.sayer@utsa.edu</a>></span><span class="Apple-converted-space"> </span>wrote:<br class="">
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<div class="">Ofelia Garcia’s (2009)<span class="Apple-converted-space"> </span><i class="">Bilingual Education in the 21 Century</i> is a good comprehensive text and has a clear explanation of translanguaging, though as Anne Marie mentions the concept is being
used in many ways recently, and also harkens back to earlier bilingual approaches to bilingual ed such as Jacobson’s (1980s) “New Concurrent” approach which advocated the teacher’s use of purposeful and strategic language mixing. </div>
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<div class="">About the positioning of above-below vs. side-to-side: I’m not aware of any work on this specific aspect of language positioning, but would say from a (1) linguistic perspective, it makes good sense to put a particular sentence in one language
above another so that students can more clearly see how syntactic and lexical elements line up. However, from a (2) language valorization perspective, the problem the observer may have had was not above-below per se, but rather that English was positioned
ABOVE Spanish, which may be seen as implicitly reinforcing the subordinate position of the minoritized language. In that case, positioning the languages side by side represents them on more equal footing (or even use above/below, but put Spanish on top).
Or maybe the observer was just being cranky… but kudos to the teacher for taking the critique seriously and following up. </div>
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<div class="">- peter.-</div>
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<span style="font-weight: bold;" class="">From:<span class="Apple-converted-space"> </span></span><<a href="mailto:edling-bounces@bunner.geol.lu.se" target="_blank" class="">edling-bounces@bunner.geol.lu.se</a>> on behalf of anne marie devlin <<a href="mailto:anne_mariedevlin@hotmail.com" target="_blank" class="">anne_mariedevlin@hotmail.com</a>><br class="">
<span style="font-weight: bold;" class="">Reply-To:<span class="Apple-converted-space"> </span></span>The Educational Linguistics List <<a href="mailto:edling@bunner.geol.lu.se" target="_blank" class="">edling@bunner.geol.lu.se</a>><br class="">
<span style="font-weight: bold;" class="">Date:<span class="Apple-converted-space"> </span></span>Monday, April 18, 2016 at 9:04 AM<br class="">
<span style="font-weight: bold;" class="">To:<span class="Apple-converted-space"> </span></span>The Educational Linguistics List <<a href="mailto:edling@bunner.geol.lu.se" target="_blank" class="">edling@bunner.geol.lu.se</a>><br class="">
<span style="font-weight: bold;" class="">Subject:<span class="Apple-converted-space"> </span></span>Re: [Edling] Urgent question from bilingual teacher<br class="">
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<div dir="ltr" class="">Miriam
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<div class="">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.</div>
<div class="">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.</div>
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<div class="">Hope that helps</div>
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<div class="">Anne Marie<br class="">
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Date: Mon, 18 Apr 2016 07:29:35 -0500<br class="">
From:<span class="Apple-converted-space"> </span><a href="mailto:mee1@nyu.edu" target="_blank" class="">mee1@nyu.edu</a><br class="">
To:<span class="Apple-converted-space"> </span><a href="mailto:francis.hult@englund.lu.se" target="_blank" class="">francis.hult@englund.lu.se</a>;<span class="Apple-converted-space"> </span><a href="mailto:edling@bunner.geol.lu.se" target="_blank" class="">edling@bunner.geol.lu.se</a><br class="">
Subject: [Edling] Urgent question from bilingual teacher<br class="">
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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).<span class="Apple-converted-space"> </span><br class="">
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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:<span class="Apple-converted-space"> </span><a href="tel:%28212%29%20998-5195" value="+12129985195" target="_blank" class="">(212) 998-5195</a><br class="">
office fax:<span class="Apple-converted-space"> </span><a href="tel:%28212%29%20995-3636" value="+12129953636" target="_blank" class="">(212) 995-3636</a> <br class="">
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