Chapter 2:

Students: A Multilingual Perspective

Key Points

Individual characteristics, such as linguistic, cultural and academic background, vary widely among the students who learn to read and write in Spanish and English in the United States. These characteristics have an impact on students’ learning.
Information about these characteristics should be available to teachers.
Instruction is most effective when it is differentiated to reflect the linguistic, cultural, and academic backgrounds of the students.

Identify, compare and contrast the individual characteristics of students developing biliteracy.

Copy the word sort on card stock (click on button below to download the word sort)
- Cut out each cell of the word sort table.
- Make sure there is a set for every two participants.
Word sorts are most effective when done in groups of two, rather than in larger groups. Make sure partners are sitting next to each other, rather than facing each other, so that neither partner has to read the words upside down.
Partnerships should work together to organize and match the descriptors to the appropriate student.
More information on each of these students can be found on pp. 25-29 of Teaching for Biliteracy, by Beeman and Urow.
Make sure to leave time at the end of the word sort to discuss:
- How does each student benefit from biliteracy instruction?
- What strengths does each student bring to the biliteracy classroom?
- What will be the areas of need for each student?
- How do these student profiles reflect or differ from the students in your classroom, school, or district?