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Teaching Bilinguals Analysis

 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.

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?
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?
3. Define “translanguaging”. What is your opinion of this practice?
4. How can translanguaging practices create scaffolding structures for the language development of multilingual students?

Teaching Bilinguals – Case Analysis

Video 2: Being an Advocate for Bilingual Students

1. How does Ms. Conte use students’ backgrounds as resources in their learning?  Give two additional ideas to implement.
2. 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.
3. How can English speakers profit from exposure to bilingual books?
4. 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 

1. What are benefits of graphic novels?
2. Describe the process Ms. Ballantyne-Berry uses with her graphic novel assignment.
3. How does Ms. Ballantyne-Berry use students’ language repertoire as a resource?

Teaching Bilinguals – Case Analysis

 Video 4: Knowing your Students

1. Chapman-Santiago reads a quote from Harper Lee’s novel To Kill a Mockingbird. How does this quote apply to a teacher’s work?
2. 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.
3. What information can a teacher gain by encouraging students to use their home language? 4.    What are some practical ways to incorporate home language as a scaffold?
4. What is the role of L1 in second language acquisition? How is second language acquisition theory tied to techniques used in second language development?

• 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,

• 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 does Ms. Conte use students’ backgrounds as resources in their learning? Give two additional ideas to implement,

• What are benefits of graphic novels,