Journals, Newsletters and Magazines


BEP Newsletter

posted 16 Oct 2011, 08:42 by Manuel F. Lara

Educating Immigrant Children

posted 6 Oct 2011, 14:59 by Manuel F. Lara   [ updated 6 Oct 2011, 15:02 ]

Bilingualism in America’s Schools

Patricia Parmon, Western Connecticut State University1

Recommended Citation

Parmon, Patricia (2010) "Educating Immigrant Children: Bilingualism in America’s Schools," Social Sciences Journal: Vol. 10: Iss. 1, Article 14.
Available at: http://repository.wcsu.edu/ssj/vol10/iss1/14

BEP Newsletter

posted 23 Sep 2011, 03:05 by Manuel F. Lara

                                         

BEP Newsletter

un periódico Facebook hecho por Manuel F. Lara

un periódico

Prácticas en Educación Bi-/Plurilingüe

posted 23 Sep 2011, 02:59 by Manuel F. Lara

Our online publication:

 

Editor
                 Felix Villalba Martínez
                 Edita: Prácticas en Educación
      Dirección
                 Manuel F. Lara Garrido
      Comité de Redacción
                 Fco. Xabier San Isidro Agrelo
                 Teresa Naves
                 María del Pilar García Mayo
                 Trinidad de Haro Figueroa

Prácticas en Educación Bi/Plurilingüe nº 1

 

Septiembre 2009

 

 

David Marsh: Every Teacher is a Language Teacher · 

Borja Garrido Aguayo: Grupos interactivos en un centro bilingüe · 

Nuria Prieto Díez: The pilgrim's project · 

Elena del Pozo: Portfolio: un paso más allá en CLIL · 

Encarnación Lucena Solís: El teatro breve en el aula de idiomas · 

Fco. Xabier San Isidro Agrelo: To clil or not to clil. Entrevista con Carmen Pérez Vidal · 

Nina Lauder: Ready made resources for Clil classes · 

Manuel F. Lara Garrido: Recursos en Internet

 

To download a pdf version click HERE

Prácticas en Educación Bi/Plurilingüe nº 2



03 Teachers need to modify instruction
  Interview to Jana Echevarría
11 Lecciones a aprender de los programas de
  integracion de contenidos y segundas lenguas

  Teresa Naves
25 El lenguaje académico
  Manuel Lara
35 Not only diamonds shine
  Cleo Merino
43 Optimización de los recursos TICs  Javier Moreno
48 The world's biomes
  Katy Pallas
63Comic World
  Sonia Álvarez
69 Interculturality and Global Learning
  Inés Bellas
81 Una clase de conocimiento del medio
  Rocío Ruíz

If you want to sponsor this magazine, please, contact our editors:

Félix Villalba - info@practicaseneducacion.org

Javier Villatoro - info@letra25.com

 

Education Week Teacher: ELL 'Shadowing' Brings Instructional Gaps to Light

posted 26 Aug 2011, 04:28 by Manuel F. Lara

By Liana Heitin

It's a professional development tool that stems from the concept of taking a walk in someone else's—in this case a student's—shoes. And in one California school, it has reportedly helped close the achievement gap for English-language learners.

The technique, which second-language acquisition expert Ivannia Soto began using in 2003, is called ELL shadowing. A teacher or administrator follows an English-language learner to several classes. Neither the student nor his or her teachers know the real reason the observer in the back of the room is there, which is to look specifically at the student's use of academic language. The observer takes notes at five-minute intervals on the student's actions regarding listening and speaking. Soto, an associate professor of education at Whittier College in California, claims the process is "enlightening."

What educators tend to notice first and foremost is that many ELLs sit silently through their classes. These students are given very few opportunities to develop their academic oral language—broadly defined as the language of textbooks and testing, though Soto uses it to refer to proper "vocabulary, grammar, syntax, and register." In fact, English-language learners spend less than 2 percent of the school day improving their academic oral language, she said, even though it's a critical foundation of literacy.

Overall, Soto added, ELLs are missing out in one of two ways: "We've either dummied down the curriculum so it's too basic or easy and students stay at the basic levels of social language, or we keep the rigor but don’t provide appropriate scaffolding so students can access the content."

Creating 'Urgency,' Raising Scores

Rudy Gonzalez, the principal at Morrison Elementary School in Norwalk, Calif., began working with Soto to implement ELL shadowing three years ago. Though his school, where 85 percent of students receive free or reduced-price lunch, was already considered high achieving, he was concerned about a lingering achievement gap between ELLs and English-only students. And while English-language learners—who make up nearly half the student population—were doing well on grade-level academic standards, they were not doing as well with language proficiency.

The shadowing protocol clarified that teachers weren't using enough academic language in their classes. "We were concerned about giving kids access to the core curriculum versus giving them access through knowing academic language," Gonzalez said. "That was our downfall as a school. That's where the achievement gap exists."

The teachers, who had been effective by many measures, were receptive to the focus on academic language after participating in the shadowing. "It was so eye-opening that kids weren't talking and didn't have confidence," Gonzalez said. "The way we structured classes, we weren't allowing for the give and take with students."

The "day in the life of an English-language learner" experience often creates a sense of urgency about helping these students improve their academic language skills, according to Soto, whose book ELL Shadowing as a Catalyst for Change will be released by Corwin in February 2012. "Shadowing isn't about pointing fingers at anybody. … It's about being reflective and seeing this as a systemic issue."

Soto trains teachers in three concrete instructional strategies that foster academic oral language development. Think/pair/share, reciprocal teaching, and the Frayer model of using pictures and context to teach vocabulary all encourage students to converse with and learn from each other.

Some might contend the strategies are just best practices that can help all learners. But Gonzalez explained that the consequences of not using them are particularly "devastating for a second-language learner." While English-only students will have opportunities to practice English-language skills at home and on the playground, for many ELLs, "this is it. If they're not getting it in school, they aren't going to get it." Soto acknowledges that the strategies are not new, but that the difference is in using them systemically and "being intentional" about planning them into lessons.

Gonzalez said that once his teachers at Morrison began focusing on language development, benchmark test scores went up right away. Increases on state tests followed. California sets a target score for schools of 800 on its Academic Performance Index, the statewide accountability system. For the 2008-2009 school year, Morrison's overall API was 818, while the score for the ELL population alone was 791. For 2010-2011, the overall score was 856, and the ELL score was 850. "That's phenomenal growth in two years," said Gonzalez. In addition, the discrepancy between ELLs and the general population is down to six points, he emphasized. "We've closed the gap."

Gonzalez is adamant that every current and incoming teacher at Morrison participate in ELL shadowing and professional development around language development.

Though Morrison may have more flexibility in choosing professional development than many schools because of its high-achieving status, Gonzalez is convinced that improving academic language instruction can go a long way "regardless of where you are on the continuum of success as a school." Soto also recognizes that schools have competing needs in the accountability era, but thinks ELL shadowing demonstrates that academic language development is a necessary component to improvement.

"We've taken academic oral language out of the curriculum, many times because we're trying to meet so many standards, working through pacing plans and units," she said. "We forget English learners need instruction modified and need more time and practice with this. [Shadowing] allows educators to experience that for themselves—and then it's hard to turn away."


ERIC Digest: Think Aloud Protocols: Teaching Reading Processes to Young Bilingual Students

posted 20 Aug 2011, 00:44 by Manuel F. Lara   [ updated 20 Aug 2011, 00:51 ]

ERIC DIGEST                                                                                         EDO-FL-03-14 • DECEMBER 2003

MAGALY LAVADENZ,
LOYOLA MARYMOUNT UNIVERSITY

Research on reading development has shown that good readers use strategies that are not used by poor readers (Grabe & Stoller, 2002). Research also suggests that students learning to read can and need to be taught how to use specific strategies for understanding a text (Anderson, 1999, p. 70; Grabe & Stoller, 2002). Chamot and O’Malley (1994) include strategy instruction as the “third and central component of CALLA” [Cognitive Academic Language Learning Approach] (p. 11), and they stress the importance of instruction in the use of explicit strategies in language development.

Soleado Newsletter

posted 16 Aug 2011, 11:06 by Manuel F. Lara   [ updated 16 Aug 2011, 11:19 ]


DleNM launches its quarterly newsletter, providing you with the latest developments in program design and implementation, instruction and assessment, family and community, advocacy and political updates, and more. Soleado is just one facet of the DLeNM Clearinghouse, a growing collection of support and resources for development and implementation of dual language education. DLeNM's Professional Subscription, whether institutional or individual, offers benefits like Soleado that are developed with you in mind!

Soleado Summer 2011 Print E-mail

Here’s the latest issue of DLeNM’s quarterly newsletter,

Soleado—Promising Practices from the Field.

icon Soleado Summer 2011

Click here for past issues


 

DLeNM is a non-profit organization serving the professional and informational needs of New Mexican communities who wish to develop, refine and/or implement dual language education programs.

Dual Language Education of New Mexico
2501 Yale Blvd SE, Ste 303
Albuquerque, New Mexico 87106

QUÉ PUEDE APORTAR ...

posted 30 Jul 2011, 01:00 by Manuel F. Lara   [ updated 28 Aug 2011, 09:17 ]


Octubre 2010 - Revista nº 13

Revista Avances

QUÉ PUEDE APORTAR LA EDUCACIÓN BILINGÜE A LA EDUCACIÓN LINGÜÍSTICA DEL SIGLO XXI

Escrito por Ignasi Vila

Ignasi Vila
Universidad de Girona, Departamento de Psicología
Octubre, 2010, ignasi.vila@udg.edu Esta dirección de correo está siendo protegida de bots de correo basura. Necesita activar Javascript para verla.

RESUMEN

El artículo es una reflexión hacia el futuro que no obvia el conocimiento útil acumulado en casi cien años de pensamiento sobre el bilingüismo y la educación bilingüe. En el primer apartado, se discute la perspectiva psicoeducativa en la que se apoya la educación bilingüe. En el segundo, se muestran las posibilidades y los límites de la educación bilingüe en sociedades cada vez más diversas lingüísticamente y, finalmente, se repasan algunas directrices sobre la educación lingüística en Europa y en nuestro país, a la vez, que señalamos algunos caminos para promover la competencia multilingüe de todo el alumnado.

ABSTRACT

HOW CAN BILINGUAL EDUCATION CONTRIBUTE TO LANGUAGE EDUCATION IN THE 21st  CENTURY?

This article is a reflection about the future which does not obviate all the knowledge acquired in nearly a hundred years time of research about bilingualism and bilingual education. In the first part, it considers the psycho-educational base where bilingualism lies on. In the second part, this article shows the possibilities and the limits of bilingual education in societies which are more and more diversified on linguistic terms. Finally, it reviews some of the guidelines about linguistic education both in Europe and in this country, while it points out some methods to promote the multilingual competence of students.


European Journal of Teacher Education: The impact ...

posted 26 Jul 2011, 11:47 by Manuel F. Lara   [ updated 12 Aug 2011, 09:15 ]

European Journal of Teacher Education

Volume 34, Issue 3, 2011

The impact of foreign language mediated teaching on teachers’ sense of professional integrity in the CLIL classroom

The impact of foreign language mediated teaching on teachers’ sense of professional integrity in the CLIL classroom

DOI:
10.1080/02619768.2011.585023
Josephine Marie Moatea*

pages 333-346

Available online: 08 Jul 2011

Abstract

Content and language integrated learning (CLIL) has received significant interest in recent years as a practical means of creating a plurilingual European community. A key feature of CLIL is the non-native speaking teacher responsible for developing learners’ content and language knowledge in a foreign language mediated environment. Teachers often enter the CLIL classroom with established expertise in either content or language learning; however, the impact of entering the foreign language mediated environment is little explored in existing literature. This investigative research is based on six teacher interviews intended to access the teachers’ own understanding of how foreign language mediated teaching impacts their professional integrity. The interviews aimed to explore how CLIL teachers experience the change in language, how new demands are encountered and handled. This research found that foreign language mediated teaching affects teachers’ sense of professional integrity with regard to both the person and the practice of the teacher at a fundamental level.

Revista Fuentes - EL NUEVO ALUMNO...

posted 23 Jul 2011, 00:47 by Manuel F. Lara   [ updated 12 Aug 2011, 09:28 ]

CAMPO ABIERTO M. Gregorio Caballero Calavia y M. Reyes Fernández
___________________________________________________________________________________
Revista Fuentes, 11, 2011; pp. 139-160

Manuel-Gregorio Caballero Calavia.
María Reyes Fernández
Universidad Pablo de Olavide de Sevilla

RESUMEN
A través de una encuesta que abarca el ámbito del centro educativo, el familiar, el personal de hábitos de trabajo personal y herramientas TIC que se utilizan, así como la reflexión individualizada y la confianza en las propias posibilidades se han comparado los resultados emergidos de dos grupos de 4º de ESO. Uno de ellos ha seguido el Plan de Fomento del Plurilingüismo y otro no. Una vez cotejados los resultados se ha llegado a la conclusión de que en la mayoría de los parámetros estudiados el grupo del Plan Plurilingüe obtiene mejores resultados en cuanto a la formación personal del alumnado.
El alumno “bilingüe” no se diferencia del “no bilingüe” en cuanto a tendencias sociales y de comportamiento se refiere. Donde sí aparecen rasgos diferentes y positivos es en la forma de estudiar, en el uso de las nuevas tecnologías y en los hábitos de lectura y de tiempo dedicados al trabajo personal.
El alumno que responde con su trabajo y concentración produce una retroalimentación hacia su familia y sus profesores que redunda en su propio beneficio y resulta muy motivador a la hora de aplicar metodologías más activas por parte del profesorado y muy alentador para el apoyo por parte de sus familias.
Palabras clave: Plurilingüismo. Formación. Estudio comparativo. Metodología. TIC. Bilingüismo. Actitud.

ABSTRACT

Through a survey concerning the scope of the school, the family atmosphere or the personal habits of studying and using the IT tools, as well as the private reflection and self-confidence in their own possibilities, we have compared the emerging results of two groups of students of the 4th year of ESO (Compulsory Secondary Education). One of them has been following the Plurilingualism Promotion Plan and the other has not. Once the results have been evaluated, we have drawn the conclusion that in the majority of the collated parameters the group which followed the Plurilingualism Promotion Plan obtains better results as far as the student personal education is concerned.
The “bilingual” students are not different from the “non-bilingual” ones as far as social behaviour is concerned. Where different and positive characteristics turn up is in their way of studying, in their use of the new technologies and in their habits of reading as well as in the amount of time dedicated to personal working.
The students who respond with their work and concentration produce a feedback with their families and teachers which will benefit them and will be very motivating for their teachers when applying more active methodologies and very encouraging for the support of their families.
Key words: Plurilingualism. Education. Comparative survey. Methodology. IT. Bilingualism. Attitude.
Through a

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