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Category Archives: Uncategorized

13 Sep

Building Bridges between Alphabetic and Non-Alphabetic Languages: Looking Deep and Beyond Languages

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Shifting Toward a Multilingual View of Biliteracy, Uncategorized
In this blog, guest author Dr. Ying (Fiona) Du, Ph.D describes how the Bridge can be used effectively in Chinese-English dual language programs.  Dr. Du currently works in a Dual Language Immersion elementary school in Richland One District, Columbia, South Carolina providing intervention services to students in small groups.  She has fifteen years of experience teaching and coordinating Chinese-English dual language and, in this blog, will share some of her expertise with you.  Dr. Du is passionate about making metalinguistic connections Read More...
19 Feb

Adaptations – Teaching in the 2020-2021 School Year, Part 2: ORGANIZATION

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How I Fit In: Teaching for Biliteracy as a Monolingual English Teacher, Uncategorized
Welcome back! How are your adaptations coming along? Little by little, thing will improve, I promise! Let’s talk...ORGANIZATION.  This week’s blog is about organization in this 2020-2021 school year. Not so much the classroom set-up (although I do have a few more tips), which was my focus on the last blog, but ORGANIZATION in reference to planning, papers, and people.  PLANNING  I like to think of myself as an organized person. Unit planning is MY FAVORITE, and perhaps you know about my unit Read More...
03 Mar

The Resource Dilemma

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How I Fit In: Teaching for Biliteracy as a Monolingual English Teacher, Uncategorized
Resources, resources, resources! It always feels like we need more: more books, more guidance, more authentic texts, more manipulatives. Once in a blue moon, a district has the funds to adopt new resources. Teachers cheer, “Woohoo!” Classrooms get filled with boxes upon boxes of this new resource, and we spend many hours figuring out how to store all of these new materials. And then the daunting task follows… How am I going to USE this? My teaching partner, Bebi, and I Read More...
28 Feb

Implementing the Bridge in the Two Teacher Model (and When You’re Not Bilingual): Part 2, Building a Bridge

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How I Fit In: Teaching for Biliteracy as a Monolingual English Teacher, Uncategorized
Building a Bridge  Several people have asked me to break down the process of how my Spanish teaching partner – Bebi (or Señorita Yossen) – and I plan for and implement a week of language transfer and contrastive analysis, also known as the Bridge, in our two-teacher model. I hope this helps! Here’s a secret – it doesn’t happen on the Friday before.   It has taken us five years to get to this point - and it continues to morph, improve, and Read More...
08 Feb

Part 1: Building advocacy for your K-8 dual language program.

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Shifting Toward a Multilingual View of Biliteracy, Uncategorized
Administrative support is a key element in establishing effective implementation of any program or initiative, including Dual Language and teaching for biliteracy. However, there is a misconception that in order for administrators to effectively support a Dual Language and/or a biliteracy program, they have to speak the languages of that program. In this post, Alyssa St. Hilaire, the Bilingual Coordinator for the Kennewick School District, shares how a walk through process allowed monolingual administrators have some powerful take-aways about Read More...
06 Aug

Preparing the Social-Emotional Context Before the First Day of School

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Beginning with Biliteracy: A Kindergarten Story, Uncategorized
The beginning of kindergarten is a special time for children and their families. It is a time of so many different emotions…excitement, anticipation, worry and nervousness to name just a few. This mix of emotions can be heightened for those entering a bilingual or dual language kindergarten, especially if they don’t know the language of instruction very well. When there is so much uncertainty around an event, the best thing we can do is create as much familiarity as Read More...
07 Jun

Common Core, Close Reading, & Teaching for Biliteracy

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Coach’s Corner, Uncategorized
Is Close Reading helpful for language learners? Participants in Edgewood’s Biliteracy Development this Spring engaged in a discussion around the article  Implementing the Common Core State Standards: A Primer on “Close Reading of Text” (Kappes and Brown, 2012).  This blog post captures their insights on this hot topic! Bilingual Teacher Katie Spurgeon summarizes key points of the reading: “Paraphrased in part, this article defines close reading as: ‘an investigation of a short piece of text with multiple re-readings over multiple Read More...
01 Mar

Tiers without tears (making intervention decisions within a biliteracy framework)

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Coach’s Corner, Uncategorized
How can we use a systematic approach to select students for intervention?  How do we go about matching students with an intervention?  Using data to make decisions about a multi-tiered system of supports can be complicated, especially within a biliteracy framework.  Too often, we interpret data to mean that many of our language learners need to receive a literacy intervention in order to progress.  Or, we rely on data from just one language to guide us.   In this Read More...
05 Oct

-¡Español, por favor!-

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Coach’s Corner, Uncategorized
Do you find yourself saying the phrase -¡Español, por favor!- more often than you'd like?  Fall is a perfect time to set expectations for students to honor the language of instruction. In order to teach for biliteracy, teachers need to set parameters around language use. We encourage English output in English time and Spanish output in Spanish time.  Without guidelines, students will not necessarily strive to use the target language to the extent possible because they may use their Read More...
20 Jul

Feliz verano

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Coach’s Corner, Uncategorized
I won't be writing this summer - check back at the start of the school year for more from coach's corner! Read More...
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