Relevant Sources
1. Huang, G. (1992). Self-reported biliteracy and self-esteem: A study of Mexican American 8th graders. Research, 1-36.
This study explains the impact and relationship between self-esteem and biliteracy of over a thousand Mexican American eight graders. A survey of 13 questions was composed and asked to measure self-esteem amongst the students. Students were separated into different groups by which they considered themselves either: biliterate, monoliterate (English), monoliterate (Spanish), or oral bilingual. This study examined three dimensions of self-esteem: self-depreciation (self-critical), self-confidence (self worth), and fatalistic belief (things happen because of chance or luck, not personal responsibility). Results indicated that socio-demographic background and academic proficiency and acceptance contributed to the impact of self-esteem and the importance of seeing themselves as biliterates, English or Spanish monoliterates, or oral bilingual.
This study will help purposefully present my rationale to the administration and advocate for the importance of biliteracy and embracing the context and cultural of my students to better teach and expand on what my students bring into the classroom. Paying close attention to the fact that whether I teach in a monolingual or dual-lingual class, I need to be able to expand on my students current knowledge and be able to connect real world experience and bring it into context so that my students can better understand the material being taught with a respect to cultures and bringing in a sense of equality as well.
2. Lindhlm-Leary, K. (2012). Success And Challenges In Dual Language Education. Theory Into Practice, 51, 256-262. doi:10.1080/00405841.2012.726053.
This peer-reviewed article discussed the pros and cons that come with dual language education (DLE). Research was conducted with students, native English speakers and English language learners, which had a variety of demographic backgrounds in elementary and secondary education. There are two forms of instruction that come with DLE; 90:10 and 50:50 (90% or 50% of instruction is devoted to the partner language). This article shares successes of DLE students in that they at least do as well or better than their peers in English mainstream programs. On the other side, challenges include that of how well one can design and implement a DLE curriculum. One major factor is that the administration usually believes is that “more exposure to English in school, will result in greater English proficiency than will less exposure” (Lindholm-Leary, 258).
This article will help me answer the “what-if’s” my administration will have over the way I will be teaching. This article provides “implications for practice” which helps you understand and further be able to communicate how my curriculum will be beneficial to my students if dual language instruction is needed.
3. Katz, S., & Kohl, H. (2002). Banishing Bilingualism. Nation. 6-7.
This article brings awareness on how bilingualism carries a negative definition. The information in this study provides us with facts on how the state of California has changed their educational system by adding the “English-language learning” only. The article describes how California becomes a state that has expunge the words “bilingual” and “culture” from its official literature”. The authors assert that as educators we must be able to relate to our students or if not , be able to grow and learn from our students and what they have to bring to the educational table.
I feel I can use this article to bring awareness to the fact that this banning bilingualism will only be harming the educational system as a whole, not just the instruction of not being able to build on it. We must embrace multiculturalism; “the tragedy, and irony, is that effective bilingual programs, which insure that all children have a chance to succeed, are the likely casualties of this assault”. Programs that help our student’s academic development shouldn’t be banned or dismissed.
4. Lee, P. (1996). Cognitive development in bilingual children: A case for bilingual instruction in early childhood education. The bilingual research journal, 20, 499-522.
This study shows the complex importance of the relationship between bilingualism and education and its effects on children. The information is used to make the case for the investigation of bilingualism in children in relation to cognitive development by providing case work and study on how the impact on bilingual education isn’t as bad as it may be seen and also to demonstrate how it has emerged over years into encouraging educators to embrace bilingualism in our students education. The article also discusses Werner Leopold’s daughter and how he felt exposing her to multiple languages was beneficial and conducted a study… “Enhanced her mental development”. Bilingualism doesn’t impede cognitive development, but educators must do further research if bilingual education is to be maintained in early childhood education.
The part of the article I will pay emphasis to for my curriculum will be the section on code switching. The author said “the ability to code-switch provides bilinguals with an added mental flexibility when solving cognitive tasks” (Lee, 511). I can relate this section to my undergrad Spanish courses I took and by doing so, I can advocate that through code switching, I was able to hear my teacher speak, see everything written in Spanish, internalize it, translate it in my head, and write it all out in English. I really don’t know how that happens, but it’s how my brain works… “...bilinguals typically acquire experience in switching from one language to another, possibly trying to solve a problem while thinking in one language, and then, when blocked, switching to another” (Lee, 511).
5. Fitts, S., Winstead, L., Weisman, E., Flores, S. Y., & Valenciana, C. (2008). Coming to voice: Preparing bilingual-bicultural teachers for social justice. Equity & Excellence In Education, 41, 357-371.
This study provides research on 19 pre-service teachers from the University of Southern California who examined what it meant to develop their own voice as Latin@. Three main themes in this study were: “debunking the myth of meritocracy and deficit thinking, individual achievement versus collective advocacy, and working toward social justice education”. The main focus of this study is to prepare future teachers on becoming bicultural by transforming the regular norm of teaching.
I want to concentrate on how this article will help me defend my notion of teaching for social justice in my classroom by embracing the importance of integration of Latinidad and its history.
6. Great Schools [GreatSchools]. (2012, October 22). Dual language immersion and bilingual education. [Video file]. Retrieved from https://youtu.be/Ob4gcERZfv8.
This video describes the different paths of bilingual and dual language immersion programs and its benefits. It discusses how Bilingual Schools for English learners teaches kids in their native language. This is what will bridge the gap to English and it describes that this bridge can be short or long throughout a child’s academic career depending on how much exposure there is to English.
I will use this video as a way to show my students parents what bilingual and dual language immersion programs are about and how they can be beneficial. I think it’s important to be visual in explaining bilingualism and it’s benefits. I think this will allow parents not feel that they should disregard such programs if they feel it will harm their child rather than help.
7. Evergreen Elementary Shelton WA [EvergreenElementarySheltonWA]. (2013, June 25). Dual language immersion and bilingual education. [Video file]. Retrieved from https://youtu.be/KfegW-v7wu0.
This video describes one of the two ways in which dual language education can be taught. Evergreen Elementary School is in Shelton, Washington and this school is a 50/50 bilingual program. The way of teaching at this school is that of a dual immersion instruction; students are taught a language and can then practice it in class throughout the day. Evergreen Elementary teaches English and Spanish in grades kindergarten through 5th grades. It provides testimonials of parents that support this instruction as well.
I will use this video to further support my idea of the importance of bilingual education in our school. I can show this video to the administration so that they can see the benefits of how this dual language program at this school has been beneficial to the students.
8. Thompson, G. (2014). Amigos online: connecting with native speaker and beginning level students. Retrieved from: http://community.actfl.org/browse/resources/viewdocument/?DocumentKey=e855bd1d-cf01-4381-8584-55c3c1d1ddba.
Two professors wrote this lesson plan from Brigham Young University: Dr. Rob Martinsen and Dr. Gregory L. Thompson. Throughout this lesson plan, it is shown how there are millions of people online who speak a different language across the world. They connect the beginning level students with an online pen pal native speaker in another language. They feel that by doing so they will be able to create effective interactions with native speakers.
I decided to adapt my lesson plan from this specific one because I feel it breaks down what it means to teach Spanish in a fun and interactive way. This is taking foreign language instruction to a whole different level. I think when I explain this plan in my rationale 2, to my students’ parents, they will be able to see what their children will be engaging in throughout the lesson plan.
9. Elchik, M. (2010). We Speke. Retrieved from: http://en-us.wespeke.com/.
This is the website in which my students will be engaging on the online pen pal with a native speaker around the world. We Speke is an online portal that allows individuals to learn and practice any language online for free with real language partners that are fluent in the language. There are various options including text, audio, or video and is accessible as an application for download for smartphones or tablets. We Speke represent 170 countries and 130 languages. I will use the “What is WeSpeke” to show my parents what the website is about and so that they can know what website their child will be engaging with. Students will engage in an online daily conversations with a virtual pen pal for about 15 to 20 minutes a day and they will be required to take notes about words they aren’t familiar with or do not understand and will also have questions to ask the native speaker they are taking to.
10. M. Salguero. (2015, March 28). Ms. Milli’s Class/Salon. [Blog] Retrieved from http://www.millisalguero.com/.
This blog is of a current dual language teacher, Ms. Salguero who teaches 5th and 6th Grade Social Studies and Reading in the Dual Language Program at Namaste Charter School in a social justice manner. She has a resource page where parents can check what work she is teaching her students. Ms. Salguero also shares pictures and videos of her students. This will be beneficial to show the parents and use it as a model for the future.
1. Huang, G. (1992). Self-reported biliteracy and self-esteem: A study of Mexican American 8th graders. Research, 1-36.
This study explains the impact and relationship between self-esteem and biliteracy of over a thousand Mexican American eight graders. A survey of 13 questions was composed and asked to measure self-esteem amongst the students. Students were separated into different groups by which they considered themselves either: biliterate, monoliterate (English), monoliterate (Spanish), or oral bilingual. This study examined three dimensions of self-esteem: self-depreciation (self-critical), self-confidence (self worth), and fatalistic belief (things happen because of chance or luck, not personal responsibility). Results indicated that socio-demographic background and academic proficiency and acceptance contributed to the impact of self-esteem and the importance of seeing themselves as biliterates, English or Spanish monoliterates, or oral bilingual.
This study will help purposefully present my rationale to the administration and advocate for the importance of biliteracy and embracing the context and cultural of my students to better teach and expand on what my students bring into the classroom. Paying close attention to the fact that whether I teach in a monolingual or dual-lingual class, I need to be able to expand on my students current knowledge and be able to connect real world experience and bring it into context so that my students can better understand the material being taught with a respect to cultures and bringing in a sense of equality as well.
2. Lindhlm-Leary, K. (2012). Success And Challenges In Dual Language Education. Theory Into Practice, 51, 256-262. doi:10.1080/00405841.2012.726053.
This peer-reviewed article discussed the pros and cons that come with dual language education (DLE). Research was conducted with students, native English speakers and English language learners, which had a variety of demographic backgrounds in elementary and secondary education. There are two forms of instruction that come with DLE; 90:10 and 50:50 (90% or 50% of instruction is devoted to the partner language). This article shares successes of DLE students in that they at least do as well or better than their peers in English mainstream programs. On the other side, challenges include that of how well one can design and implement a DLE curriculum. One major factor is that the administration usually believes is that “more exposure to English in school, will result in greater English proficiency than will less exposure” (Lindholm-Leary, 258).
This article will help me answer the “what-if’s” my administration will have over the way I will be teaching. This article provides “implications for practice” which helps you understand and further be able to communicate how my curriculum will be beneficial to my students if dual language instruction is needed.
3. Katz, S., & Kohl, H. (2002). Banishing Bilingualism. Nation. 6-7.
This article brings awareness on how bilingualism carries a negative definition. The information in this study provides us with facts on how the state of California has changed their educational system by adding the “English-language learning” only. The article describes how California becomes a state that has expunge the words “bilingual” and “culture” from its official literature”. The authors assert that as educators we must be able to relate to our students or if not , be able to grow and learn from our students and what they have to bring to the educational table.
I feel I can use this article to bring awareness to the fact that this banning bilingualism will only be harming the educational system as a whole, not just the instruction of not being able to build on it. We must embrace multiculturalism; “the tragedy, and irony, is that effective bilingual programs, which insure that all children have a chance to succeed, are the likely casualties of this assault”. Programs that help our student’s academic development shouldn’t be banned or dismissed.
4. Lee, P. (1996). Cognitive development in bilingual children: A case for bilingual instruction in early childhood education. The bilingual research journal, 20, 499-522.
This study shows the complex importance of the relationship between bilingualism and education and its effects on children. The information is used to make the case for the investigation of bilingualism in children in relation to cognitive development by providing case work and study on how the impact on bilingual education isn’t as bad as it may be seen and also to demonstrate how it has emerged over years into encouraging educators to embrace bilingualism in our students education. The article also discusses Werner Leopold’s daughter and how he felt exposing her to multiple languages was beneficial and conducted a study… “Enhanced her mental development”. Bilingualism doesn’t impede cognitive development, but educators must do further research if bilingual education is to be maintained in early childhood education.
The part of the article I will pay emphasis to for my curriculum will be the section on code switching. The author said “the ability to code-switch provides bilinguals with an added mental flexibility when solving cognitive tasks” (Lee, 511). I can relate this section to my undergrad Spanish courses I took and by doing so, I can advocate that through code switching, I was able to hear my teacher speak, see everything written in Spanish, internalize it, translate it in my head, and write it all out in English. I really don’t know how that happens, but it’s how my brain works… “...bilinguals typically acquire experience in switching from one language to another, possibly trying to solve a problem while thinking in one language, and then, when blocked, switching to another” (Lee, 511).
5. Fitts, S., Winstead, L., Weisman, E., Flores, S. Y., & Valenciana, C. (2008). Coming to voice: Preparing bilingual-bicultural teachers for social justice. Equity & Excellence In Education, 41, 357-371.
This study provides research on 19 pre-service teachers from the University of Southern California who examined what it meant to develop their own voice as Latin@. Three main themes in this study were: “debunking the myth of meritocracy and deficit thinking, individual achievement versus collective advocacy, and working toward social justice education”. The main focus of this study is to prepare future teachers on becoming bicultural by transforming the regular norm of teaching.
I want to concentrate on how this article will help me defend my notion of teaching for social justice in my classroom by embracing the importance of integration of Latinidad and its history.
6. Great Schools [GreatSchools]. (2012, October 22). Dual language immersion and bilingual education. [Video file]. Retrieved from https://youtu.be/Ob4gcERZfv8.
This video describes the different paths of bilingual and dual language immersion programs and its benefits. It discusses how Bilingual Schools for English learners teaches kids in their native language. This is what will bridge the gap to English and it describes that this bridge can be short or long throughout a child’s academic career depending on how much exposure there is to English.
I will use this video as a way to show my students parents what bilingual and dual language immersion programs are about and how they can be beneficial. I think it’s important to be visual in explaining bilingualism and it’s benefits. I think this will allow parents not feel that they should disregard such programs if they feel it will harm their child rather than help.
7. Evergreen Elementary Shelton WA [EvergreenElementarySheltonWA]. (2013, June 25). Dual language immersion and bilingual education. [Video file]. Retrieved from https://youtu.be/KfegW-v7wu0.
This video describes one of the two ways in which dual language education can be taught. Evergreen Elementary School is in Shelton, Washington and this school is a 50/50 bilingual program. The way of teaching at this school is that of a dual immersion instruction; students are taught a language and can then practice it in class throughout the day. Evergreen Elementary teaches English and Spanish in grades kindergarten through 5th grades. It provides testimonials of parents that support this instruction as well.
I will use this video to further support my idea of the importance of bilingual education in our school. I can show this video to the administration so that they can see the benefits of how this dual language program at this school has been beneficial to the students.
8. Thompson, G. (2014). Amigos online: connecting with native speaker and beginning level students. Retrieved from: http://community.actfl.org/browse/resources/viewdocument/?DocumentKey=e855bd1d-cf01-4381-8584-55c3c1d1ddba.
Two professors wrote this lesson plan from Brigham Young University: Dr. Rob Martinsen and Dr. Gregory L. Thompson. Throughout this lesson plan, it is shown how there are millions of people online who speak a different language across the world. They connect the beginning level students with an online pen pal native speaker in another language. They feel that by doing so they will be able to create effective interactions with native speakers.
I decided to adapt my lesson plan from this specific one because I feel it breaks down what it means to teach Spanish in a fun and interactive way. This is taking foreign language instruction to a whole different level. I think when I explain this plan in my rationale 2, to my students’ parents, they will be able to see what their children will be engaging in throughout the lesson plan.
9. Elchik, M. (2010). We Speke. Retrieved from: http://en-us.wespeke.com/.
This is the website in which my students will be engaging on the online pen pal with a native speaker around the world. We Speke is an online portal that allows individuals to learn and practice any language online for free with real language partners that are fluent in the language. There are various options including text, audio, or video and is accessible as an application for download for smartphones or tablets. We Speke represent 170 countries and 130 languages. I will use the “What is WeSpeke” to show my parents what the website is about and so that they can know what website their child will be engaging with. Students will engage in an online daily conversations with a virtual pen pal for about 15 to 20 minutes a day and they will be required to take notes about words they aren’t familiar with or do not understand and will also have questions to ask the native speaker they are taking to.
10. M. Salguero. (2015, March 28). Ms. Milli’s Class/Salon. [Blog] Retrieved from http://www.millisalguero.com/.
This blog is of a current dual language teacher, Ms. Salguero who teaches 5th and 6th Grade Social Studies and Reading in the Dual Language Program at Namaste Charter School in a social justice manner. She has a resource page where parents can check what work she is teaching her students. Ms. Salguero also shares pictures and videos of her students. This will be beneficial to show the parents and use it as a model for the future.