F25 - Educating Emergent Bilingual
Section outline
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Everyone should read the García & Kleifgen and the Lippi-Green, as well as the CT Mirror stories. Please pick two of the final five texts to read. You may read all five.
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Guiding question:
- How do educational structure and sociopolitical contexts shape who counts as an “English Learner”? An emergent bilingual?
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Guiding questions:
- What are language ideologies? What are raciolinguistic ideologies?
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What are the relationships between language and identity? Language variation and identity?
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We will be discussing this in class.
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Guiding questions:
- How do patterns of immigration, immigration policies, and societal attitudes towards immigrants shape educational experiences and needs, both historically and contemporarily?
- How do sociopolitical contexts shape the education of linguistically marginalized students?
- What influences the educational trajectories of emergent bilingual students? Consider issues at multiple levels and scales (i.e. societal, curricular, classroom-level, etc.)
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Watch the first two videos and pick one of the last two. Consider looking at the accompanying modules.
From the same source, skim this Immigration in the U.S. timeline (pages 66-75).
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Guiding questions:
- What is language policy? What is the relationship between language policy and practice? Between language ideology and language policy?
- What is the history of educational language policy for different groups of language minorities in the United States?
- How do current education policies impact linguistic minoritized students?
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Guiding questions:
- What is bilingualism and who is bilingual? What language practices are characteristic of bilingual individuals or communities?
- What are the different models of bilingualism and what situations do they help to describe?
- How does schooling impact how we understand bi-/multilingualism?
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Guiding questions:
- What do we know about how second languages are learned? What do various theories of SLA have in common? Where do they diverge?
- What are characteristics of instruction for supporting second language and literacy development?
- How are identity and belonging relevant to second language development?
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Guiding questions:
- What are the elements of a school environment that promote and constrain school success for emergent bilingual and other linguistic minorities?
- What are the different ways that translanguaging pedagogy might operate in bilingual classrooms vs. multilingual classrooms? What benefits can it have in each? What challenges might teachers face in adopting a translanguaging approach?
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Watch episode 1, and then pick any two episodes of your choice. All episodes are less than 5 minutes long.
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Pick this one OR Espinet et al. (2019).
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Guiding questions:
- What do I need to keep in mind when planning instruction for emergent bilinguals? What strategies do the readings offer for this planning? What are the benefits and challenges of each strategy?
- How do these strategies fit together? In what ways are they in tension with one another? Is it possible, for example, to combine standards-based and funds of knowledge approaches to curriculum and lesson planning? If so, how?
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Guiding questions:
- What are some discrepancies between traditional understandings of parents’ role(s) in their children’s education and the expectations/hopes that parents have for teachers and schools?
- How do you make sense of these discrepancies? Based on the readings and your beliefs, what steps are necessary for educators and schools to bridge these gaps? What impacts might these efforts have on student outcomes?
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Guiding questions:
- What is linguistic justice?
- How do we practice linguistic justice in education?
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Explore this website. Watch the first video entitled "ASL: Language Justice is Disability Justice"