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National Association of Bilingual Education Annual Convention February 13-15, 2014; San Diego, CA

Cultural Mirrors Multilingual and Multicultural Literature that Promotes Academic and Personal Success for ELs. National Association of Bilingual Education Annual Convention February 13-15, 2014; San Diego, CA. For Young Latino Readers, An Image is Missing

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National Association of Bilingual Education Annual Convention February 13-15, 2014; San Diego, CA

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  1. Cultural Mirrors Multilingual and Multicultural Literature that Promotes Academic and Personal Success for ELs National Association of Bilingual Education Annual Convention February 13-15, 2014; San Diego, CA

  2. For Young Latino Readers, An Image is Missing • “Research on a direct link between cultural relevance in books and reading achievement at young ages is so far scant. And few academics or classroom teachers would argue that Latino children should read books only about Hispanic characters or families. But their relative absence troubles some education advocates.” • “At Bayard Taylor Elementary in Philadelphia, a school where three-quarters of the students are Latino, Kimberly Blake, a third-grade bilingual teacher, said she struggles to find books about Latino children that are “about normal, everyday people.”

  3. My Response

  4. What happens when our students’ languages & cultures are not valued in school?NJRP-Pablo’s Story

  5. Beginning EL Characteristics • Have little or no ability to: • Understand spoken English used in academic and social settings. • SpeakEnglish in academic and social settings. • Usethe English language to build foundational reading skills. • Readand understand English used in academic and social contexts. • Do they have L1 skills??????? See their assets! • Do they have life experiences??? See their assets!

  6. The Role of L1 • The first type possesses first language proficiency. • Native-like L1 learners • Apply L1 rules as they learn English • The second type has limited L1 proficiency. • Do not have a firm grasp in both languages (K-2) • Apply L2 rules when they use L1.

  7. Cultural Mirrors, Bilingual Poetry Latino in U.S. El Salvador

  8. Bilingual “Children’s” Books withMature Themes Languages: Vietnamese Hmong Chinese (not Cambodian)

  9. What Works with Beginners • Listening • Opportunities for rich and varied experiences • Speaking • One-on-one or small group (4 or less) • Reading • Mirrors life experiences • Promotes incidental connections • Writing • Integrating L1 • Interactive writing • Multi-Genre Projects • Focusing on content not format

  10. Culturally relevant English novels with many R/W/L/S activities for support Cultures: Mexican Japanese/Mexican Korean

  11. Intermediate ELs • They have developed some degree of fluency in their writing • Relatively large sight vocabulary and automaticity in reading • Can speak English well enough to negotiate meaning in a discussion group • Needs: • Develop academic vocabulary in English • Sustained reading in English • Sustained reading in the L1 • They need hook-books!

  12. Role Models for Spanish/English Bilinguals https://read.amazon.com/?asin=B008RLJMK8 http://www.pinterest.com/drmstewart/l%C3%ADderesleaders-thematic-unit/ http://www.thelearningpatio.com/biographiesbiografiacuteas.html

  13. Return to Sender/Devolver al Remitente Immigration, Deportation, Coyotes, Why do people come to America?

  14. Literature Response Groups Go deeeeeeeep into the book and its themes, characters, and plot A student can use the L1 for support and discuss the book in L1 or L2 Get kinesthetically involved: Notebooking Allow ELs to be the experts on the themes even if they are not yet fluent in English

  15. English Novel with Relevant Themes Read aloud Think Write Pair Share EL might become the experts. Experiencing the “new” is a universal experience.

  16. Culturally Relevant Annotated Books

  17. Advanced ELs In academic and social settings (with some support) • Can understandgrade-appropriate spoken English • Participates comfortably in most conversations and academic discussions • Has enough vocabulary and command of the English language to write in a grade appropriate manner • Can read and understand grade-appropriate English

  18. Why read online? • ELs are already online • Higher engagement • Multi-media • Audio and visual • Community of readers • Social media • Share culture and ideas

  19. Culturally Relevant Online Text International Children’s Digital Library • Example • Adventures of a Nepali Frog

  20. Culturally Relevant Online Text • Blogs and wikis • Travel destinations • Conversations

  21. Example Websites • Interactive news stories • http://literacynet.org/cnnsf/home.html • International Children’s Digital Library • http://en.childrenslibrary.org/ • Student conversations • http://coasttocoast.pbworks.com/w/page/15273075/Conversations • Digital storytelling • http://nativehealth.org/gallery/video/view/93

  22. Strategies for online reading(similar to print reading) • Preview • Prior knowledge • Key words • Bolded words or sections • Pre-teach/preview vocabulary • Pair advanced with advanced high or bilingual classmates

  23. Advanced High ELs • Literature circles that differentiate for ability, culture, gender, genre, and interests. • Book Pass • Poetry Responses • Reader’s Theater

  24. Advanced High ELs • Book Pairings

  25. Culturally Relevant Literature Places to find diverse adolescent/YA literature: Arab American Book Awards Asian Pacific American Awards for Literature Notable Books for a Global Society PuraBelpré Awards Skipping Stones Honor Awards Tomás Rivera Mexican American Children’s Book Awards Worlds of Words (wowlit.org)

  26. Connect with us! • Slides at MaryAmandaStewart.com • @DrMandyStewartMStewart7@twu.edu • Speak American: Be Multilingual http://m.utsandiego.com/news/2014/Feb/12/speak-american-be-multilingual/

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