Fluent Essays

Case Study Instructions: You will watch the videos from the CUNY Teaching Bilinguals Web Series, found at:  https://www.cuny-nysieb.org/teaching-bilinguals-webseries/ (Links to an external site.) Create a document in which you answer the questions related to each video.  Please respond thoughtfully and robustly, with details and examples. Use APA format and follow the sample on Canvas. Questions for Videos Video 1: Getting Acquainted New York and Florida are states with a large population of students whose first language is not English. According to Sara Vogel, in New York, these students were often forced to speak English or remain silent.  What language practices did you experience when you were in school in Florida (or elsewhere).  What practices have you seen in your previous field experiences? Puerto Rican and other activists in New York in the 1960s and 1970s, with some degree of success, advocated for bilingual education. Which groups advocated for English language learners in Florida in the 1980s, resulting in the 1990 Florida Consent Decree?  What did the Consent Decree accomplish? Define “translanguaging”. What is your opinion of this practice? How can translanguaging practices create scaffolding structures for the language development of multilingual students? Video 2: Being an Advocate for Bilingual Students How does Ms. Conte use students’ backgrounds as resources in their learning?  Give two additional ideas to implement. How does reading books featuring multicultural/multilingual characters create a culture of inclusion? Have you participated in this practice in the classroom, as a student, a teacher, or an observer?  Describe your experience. How can English speakers profit from exposure to bilingual books? Conte, being monolingual, was uncomfortable about her students speaking in languages she didn’t understand. She felt that she would lose control of the classroom.  What did she find out?  What are your thoughts about not controlling everything that goes on in the classroom? Video 3: Bilingual Superpowers What are benefits of graphic novels? Describe the process Ms. Ballantyne-Berry uses with her graphic novel assignment. How does Ms. Ballantyne-Berry use students’ language repertoire as a resource? Video 4: Knowing your Students Chapman-Santiago reads a quote from Harper Lee’s novel To Kill a Mockingbird. How does this quote apply to a teacher’s work? What might you learn by carefully watching the cues students send through body language and facial expressions? Describe an example from when you were a student, or when you taught or observed a class. What information can a teacher gain by encouraging students to use their home language? What are some practical ways to incorporate home language as a scaffold? What is the role of L1 in second language acquisition? How is second language acquisition theory tied to techniques used in second language development? Video 5: The Benefits of Bilingual Education What does Sara Vogel mean when she states in her introduction to the video that teachers can “push for more” in promoting their students’ learning? Aponte says that reading the book My name is Jorge on Both Sides of the River has changed her students’ lives. Describe what you think is the impact of the book on students. What is the goal of bilingual education programs? How does a bilingual program impact English speakers?  Follow directions carefully. I expect you to answer ALL questions using a well-developed paragraph for EACH question. Respond to all questions thoughtfully and robustly, with details and examples.    Use the readings to reply to the questions related to the class content: Consent Decree, translanguaging, L2 acquisition theories, linguistics, and bilingualism (these questions are highlighted in yellow in the guideline). d) TSL courses are part of the Education Department. APA style must be used. e) There are three (3) Case Study Samples below to guide and help you prepare your own case study:Case Study Guideline Videos Questions Comments Points Video 1 (7 pts) Question 1 a) practices you experienced when you were in school b) practices you have seen in your previous field experiences Question 2 a) advocated for English language learners in Florida b) accomplishments of the Consent Decree Question 3 a) definition of translanguaging b) your opinion Question 4 a) translanguaging practices and scaffolding structures Video 2 (4pts) Question 1 a) students’ backgrounds as resources b) two additional ideas Question 2 a) reading and culture of inclusion b) your experience in the classroom Question 3 a) profit from exposure to bilingual books Question 4 a) Ms. Conte’s findings b) your opinion about full class control Video 3 (3 pts) Question 1 a) benefits of graphic novels Question 2 a) process of the assignment Question 3 a) language repertoire as a resource Video 4 (7 pts) Question 1 a) a quote applied to a teacher’s work Question 2 a) body language and facial expressions? b) an example Question 3 a) gain of home language Question 4 a) practical ways to incorporate home language as a scaffold Question 5 a) the role of L1 in second language acquisition b) the L2 acquisition theory tied to language techniques (linguistics) Video 5 (4 pts) Question 1 a) “push for more” in promoting their students’ learning Question 2 a) the impact of the book on students Question 3 a) the goal of bilingual education programs b) impact of bilingual education programs on English speakers Overall Essay (5 pts) Essay displays logical order of events, noting subheadings and appropriate paragraphing. Essay demonstrates ability to write in academic English. Essay represents more of a stream of consciousness than a logical flow of reason. Essay showcases substantial need for further concentration in writing mechanics. Essay displays no clever and advanced versions of academic reasoning.1 Case Study Student’s Name Florida International University School of Education TSL3080 2 Case Study Video 1: Getting Acquainted The language practice I experienced when I was in a Florida school was Spanish and French. This was an incredible experience because I was exposed to different cultures. I learned Spanish from my students! It was a pleasure to go to class daily and learn new words/phrases/ terms in a different language. The practices that I saw in my field were teachers teaching other culture and languages to all students and being incredibly open with it through learning. This was done by classroom decoration, parties, showing video clips, or even music to dance too. Civil rights groups advocated for English language learners in Florida in the 80’s. The Consent Decree earned the right to educate students within their community bilingually. Translanguaging is a flexible, and critical use of language. It is the core of teaching and emerging bilingual students. My opinion of this practice is that its great! it is a wonderful way to get teachers and students to feel comfortable speaking in different languages and being themselves. Everyone is learning and that is what it is all about. Translanguaging practices create scaffold structures for the language development of multilingual students by being able to use all their languages efficiently and creatively with core practices used in the classroom. Video 2: Being an Advocate for Bilingual Students Ms. Conte uses students’ backgrounds by understanding that its only going to help them by encourage and embracing the students. An idea to implement that is viewing student’s language backgrounds as resources in their learning. A second idea is reading books that feature multicultural and multilingual characters. By reading books that feature multicultural/multilingual 3 Case Study characters it creates a culture of inclusion for the student to be exposed to other languages and cultures. As a teacher, I have participated in this kind of practice in the classroom before. My experience was reading a book to students in Spanish about colors and it had English words so that all the students could understand colors in both languages. It was also helpful for me as the teacher to learn the language. English speakers can profit exposure to bilingual books by learning with the students as they read to them. Conte felt like because she was an educator, she needed be responsible of her important role. She learned that she should become a co learner alongside her students. She also learned to have patience which later gave her empathy. My thoughts about not controlling everything that goes on in the classroom are being able to acknowledge the student’s language identities and their strengths. Video 3: Bilingual Superpowers Some benefits of graphic novels are culturally rRunning head: CASE STUDY-HORGAN Student’s Name Florida International University School of Education TSL3080 CASE STUDY-HORGAN 2 Video 1: Getting Acquainted 1. New York and Florida are states with a large population of students whose first language is not English. According to Sara Vogel, in New York, these students were often forced to speak English or remain silent. What language practices did you experience when you were in school in Florida (or elsewhere). What practices have you seen in your previous field experiences? As a child growing up in the rich and culturally diverse city of Miami, as well as living in an area where there is a dense population of bilinguals, I always had teachers that spoke fluent Spanish. These teachers created an inclusive environment for students whose first language was not English. From translating, to sometimes even giving assignments in Spanish for those who were more comfortable with it, learning English in Miami is still a difficult task, but not an impossible one. There are some who even say, Spanish is a necessary language when living here! In my experience as an educator in Miami, the displays of inclusion in the classroom involve specific targeting methods for approaching the students who need the most help with language acquisition. As for myself, I do my best to communicate with my Spanish CASE STUDY-HORGAN 3 speakers in Spanish to make sure they feel comfortable when speaking up in my class, and then translating their responses to the class in need be. 2. Puerto Rican and other activists in New York in the 1960s and 1970s, with some degree of success, advocated for bilingual education. Which groups advocated for English language learners in Florida in the 1980s, resulting in the 1990 Florida Consent Decree? What did the Consent Decree accomplish? The groups in Florida that advocated for English language learners in Florida are as follows; The Haitian Educators Association, ASPIRA of Florida, Spanish American League against discrimination, The Haitian Refugee Center, just to name a few. The efforts of these groups resulted in the movement of the Consent Decree, which guaranteed English language learners an equitable education in the state of Florida without being discriminated upon. The decree also mandates that schools send out surveys at the beginning of the school year to determine which language is spoken in the household. It also gives teachers the opportunities needed to gain crucial knowledge in educating English language learners, as well as how to create the equitable standards as described in the decree. 3. Define “translanguaging”. What is your opinion of this practice? Translanguaging is the practice of allowing students to use their first language in the classroom, as well as bringing the students assets of becoming bilingual to light. This is a crucial piece to RUNNING HEAD: Case Study 1 Your Name Here Florida International University School of Education TSL3080 RUNNING HEAD: Case Study 2 Getting Acquainted Q1: Practices you experienced when you were in school and have seen in your previous field experiences As a child living in the inner city of Miami, I attended a public school with a wide demographic. There were about five different culture of students attending the school, less than 5\% being of Caucasian race. The most populated culture was African American, the second most populated culture were of Haitian descent then followed the Hispanic culture. A very small portion were of Jamaican and Caucasian. The school I attended had two ESOL classrooms; one was for native Spanish speakers and the other room was for Creole/French native speakers. Each classroom had students who only spoke Spanish or Creole/French and the teacher was required to speak either of those languages fluently to assist students in their transition. Native speakers will have the opportunity to have a specific time during the day where they go to the foreign classroom to learn that language’s basic vocabulary; this was usually when the emergent bilingual students would go to lunch or P.E. Halfway through the year, the emergent bilinguals who learned basic English would switch over to the regular classroom. This is where instruction was in English only. When this occurred, the English-speaking teacher would use scaffolding to assist the students and in return they would have to participate in cooperative learning. Native speaking students of the class who also spoke Spanish or Creole/French such as myself had the opportunity to help the native foreign speaker whenever they would have a difficult time understanding and context clues weren’t helping them. During my field experience, I was assigned to a school that was bilingual. My experience in the school was much different then my experience in the school where I attended as a child. There were no ESOL classrooms, instead the students who spoke a different language was RUNNING HEAD: Case Study 3 incorporated in the classroom alongside other students. The teacher was not required to speak any other language other than English. The teacher used morphemes when writing the word of the day for the class. So, if the word of the day was walking then she would write on the board walk-ing so that the students can see the structure of the word. She also used translanguaging pedagogy by supporting the emergent bilinguals when they engaged in group discussions and gave them dual language worksheets to assist them in understanding the material. The teacher’s curriculum incorporated opportunities for emergent bilinguals to stay in tuned with the classroom daily tasks. There was also no punishment for emergent bilinguals for speaking their native language instead the teacher wou