[Edling] Urgent question from bilingual teacher

[Miriam E Ebsworth]

Thank you  for taking the time to reply, Anne Marie!

I totally agree about the value of translanguaging.

Will definitely search, but so far I haven't found anything definitive,
hence my outreach to colleagues.

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 8:04 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
>
>
>
>
> _______________________________________________ Edling mailing list
> Edling at bunner.geol.lu.se http://bunner.geol.lu.se/mailman/listinfo/edling
>
> _______________________________________________
> Edling mailing list
> Edling at bunner.geol.lu.se
> http://bunner.geol.lu.se/mailman/listinfo/edling
>
>
-------------- next part --------------
An HTML attachment was scrubbed...
URL: <http://listserv.linguistlist.org/pipermail/edling/attachments/20160418/984658f9/attachment.htm>
-------------- next part --------------
_______________________________________________
Edling mailing list
Edling at bunner.geol.lu.se
http://bunner.geol.lu.se/mailman/listinfo/edling