Bilingual Learning in a Mexican-American Student and Instructional Support Strategies

Background

Sofia is an exceptionally talented nine-year-old student who relocated with her family from stunning Mexico to vibrant San Francisco. Her current academic institution is Pacific Heights Elementary School, situated in what can best be described as San Francisco’s heart of the city. At this public elementary school, every aspiring future global citizen is celebrated through cultural diversity initiatives that empower pupils to reach their full potential.

The students’ community features diverse backgrounds, as they originate from various regions globally, including Asia, Hispanic enclaves, and Caucasian settlements, among other places, creating a melting pot effect. The three-floor design of this innovative establishment promotes natural lighting through its strategic use of large windows. A lush environment borders each side of this exceptional educational institution, thanks to towering trees that stand guard against unwanted stressors. No wonder that within this tight-knit community, everyone takes great pride in all its sustainability-related efforts!

Visitors are greeted with both linguistic inclusion (English/Spanish signs) and cultural awareness through an impressively intricate mural upon entry into the facility – all replete with helpful information about school-related events and activities. With an emphasis on bilingual education, Sofia can be found on the second floor, where her classroom awaits.

As she walks down the hallway, she passes by displays of student artwork and projects, showcasing their creativity and learning achievements. The classroom itself is spacious and thoughtfully organized to optimize learning. The classroom walls have been decorated with an ample collection of educational posters and charts that explore several different subjects, including math concepts and grammar rules. And Science diagrams- providing children with essential knowledge. We have also taken care to make sure these visual resources are available in two languages: English and Spanish, making it easier for every student to understand.

The classroom in question offers a range of exceptional amenities designed to enhance the learning experience for students. Among these features is cutting-edge technology, including interactive whiteboards and a generous supply of laptops that students can readily access. This enables students to leverage these resources effectively, thereby optimizing their learning capabilities (Bauer et al., 2009). To ensure efficient usage and prevent confusion, each laptop is labeled with identification tags, minimizing the potential for mix-ups that could disrupt productive group work sessions (Bauer et al., 2009). Additionally, the classroom features a designated area equipped with headphones and charging stations, which are conveniently accessible whenever needed.

The teacher actively promotes the use of technology for various purposes, such as research, collaborative projects, and multimedia presentations, fostering a technologically integrated learning environment (Bauer et al., 2009). By encouraging the utilization of these tools, students can engage in interactive and dynamic learning experiences. Furthermore, within one corner of the classroom, a cozy reading nook offers an array of books available in multiple languages, reflecting the diverse cultural backgrounds of the students (García, 2020). These books encompass various genres, including fiction, non-fiction, and bilingual literature, allowing students to explore their interests while simultaneously expanding their language skills.

In Sofia’s classroom, there is a strong emphasis on supporting parents’ involvement in their child’s education by providing resources in the classroom library. These resources include books and materials that parents can utilize to actively participate in their child’s learning journey. The classroom design fosters collaboration and communication among students by arranging desks in clusters (Flores, 2020).

Each desk is equipped with a labeled caddy containing essential supplies, such as pencils, pens, markers, rulers, bilingual dictionaries, and translation tools, which are particularly helpful for students learning English as a second language. To cater to different learning styles and encourage active engagement, the classroom is enriched with hands-on learning materials, including science experiment kits, math manipulatives, and art supplies (de la Luz Reyes, 2012). These resources are easily accessible to students and thoughtfully organized in labeled bins and cabinets throughout the room.

At the front of the classroom, there is a designated area for morning meetings and mini-lessons featuring an interactive smartboard mounted on the wall. This smartboard serves as a platform for multimedia presentations and interactive learning experiences, enhancing student engagement and participation. The classroom environment also promotes global awareness and time management skills with the inclusion of a large world map and a calendar (Flores, 2020). This visual representation fosters a sense of multiculturalism and inclusivity. Sofia’s classroom embodies a commitment to embracing diversity and fostering a nurturing educational environment for all students.

The Child and Their Ways of Being and Knowing

I find myself drawn to Sofia – a second language learning student who inspires in ways beyond academics alone. Though faced with distinct challenges inherent to her circumstances, she continues diligently in pursuit of an education that empowers and uplifts her. My attention was first piqued by Sophia’s striking presence in the classroom – petite yet determined with lively almond-shaped eyes that sparkled with untamed curiosity.

Sofia carries herself with a sense of confidence, despite the occasional moments of shyness that become apparent when she encounters unfamiliar situations. In terms of occupying the classroom space, Sofia is an active participant. She engages with her surroundings by attentively listening to instructions, observing her peers, and seeking guidance when needed. When it comes to occupying her own space, Sofia exhibits a strong sense of independence. She organizes her materials meticulously, often arranging her desk in an orderly manner, which reflects her desire for structure and organization.

Sofia maintains positive relationships with her peers in the classroom setting. She actively seeks opportunities to interact and collaborate with her classmates, particularly those who share her native language. Sofia appears to find comfort and security in conversing with others who can understand and relate to her cultural background and language. During an interview with Sofia, I delved into her family, culture, and language background. Sofia’s demographic details reveal that she is nine years old and comes from a heterogeneous household setting, comprising both parents and two older siblings.

The primary mode of conversation used in their homestead is Spanish- this also seems to be Sophia’s language preference while communicating with others around her. Her parents, who also primarily speak Spanish, strive to maintain their cultural traditions and values within the household. Emotionally, Sofia exhibits resilience as she adapts to a new language and educational system. However, she occasionally experiences moments of frustration when encountering language barriers or when trying to express herself effectively. Physically, Sofia is a healthy child without any specific challenges that impact her learning process.

As I begin working with Sofia, several questions arise. I wonder how her previous educational experiences in her native country have influenced her transition to the current educational system. Additionally, I am curious about her preferred learning styles and strategies, as well as the types of support that would benefit her language development and academic progress.

During a subsequent interview, Sofia shared her perspective as a learner. She expressed a mixed perception of her academic performance. While she feels confident in certain subject areas, such as mathematics and art, Sofia acknowledges that she faces difficulties in language-related tasks, particularly reading and writing in English. She enjoys engaging in hands-on activities and finds the content areas of science and social studies intriguing.

In terms of personal interests, Sofia is fond of painting and drawing. She also has a passion for storytelling, often crafting imaginative narratives that reflect her creativity and love of the craft. Sofia’s life goals and dreams center on becoming a veterinarian and helping animals. She dreams of making a positive impact on the lives of creatures in need.

Challenges both in life and school are part of Sofia’s journey. She finds it challenging to express herself confidently in English, which sometimes hinders her participation in class discussions. However, she maintains a resilient spirit and exhibits a strong desire to improve her language skills. Sofia perceives her strengths to lie in her artistic abilities and her compassion for others. I, too, recognize these strengths in Sofia, along with her natural curiosity, determination, and adaptability to new situations. Through our interactions, I have come to understand that Sofia is a bright and resilient learner with a strong drive to overcome language barriers and achieve academic success.

Interpretation of Child’s Social and Academic Language Functioning

Talking and Listening

Sofia, the second language learner I have been observing, demonstrates a developing proficiency in spoken language, both in English and Spanish, her native language. Sofia’s preference leans towards her native language, but she makes efforts to use English within her small group interactions. Similar to Andry, Sofia seeks assistance from her peers by asking questions in her native language and then repeating the question in English. This demonstrates her willingness to engage in English conversations and her reliance on her friends for support.

During morning meetings, Sofia displays confidence in the routine and actively participates by responding to questions in English, albeit not loudly. She feels comfortable contributing answers related to the day of the week, schedule, weather, and emotions, as these are familiar and consistently practiced topics. When the teacher introduces a new question in both English and her native language, Sofia tends to respond initially in her native language. However, she attentively listens to others’ responses in English and the teacher’s translations. In cases where she encounters difficulties expressing herself in English, Sofia reverts to her native language.

Specials and leisure time provide Sofia with opportunities to experiment with English in a more relaxed setting, especially when interacting with her friends. These moments seem enjoyable for her and allow her to practice English without feeling embarrassed. Sofia’s friendship with her best friend plays a crucial role in helping her build confidence in communicating in English. In terms of language use, Sofia leans towards a monologic language approach, focusing on one language at a time. This is particularly evident during independent activities such as reading and writing, where she primarily utilizes her native language.

This monologic approach restricts Sofia from fully showcasing her linguistic strengths acquired over the past few months and perpetuates a separation between English and her native language. However, during morning meetings, there is evidence of a shift towards a heteroglossia language approach. Sofia demonstrates the ability to draw from both languages and the knowledge she has acquired in each to construct her responses. This approach, known as translanguaging, enables Sofia to utilize her entire language repertoire, thereby promoting her competence as a bilingual learner.

Reading

In the context of reading, Sofia’s progress and development as a reader in English and her native language can be assessed. During small reading groups with the teacher, Sofia demonstrates excellence in reading. She receives reading materials in both languages and actively engages with the Spanish text, reading at an appropriate 2nd-grade level. Sofia excels in small group settings, where discussing books allows her to analyze main ideas and assess character development with ease. This indicates solid comprehension skills and a love of expanding her mind through literature exploration.

The self-assured way in which Sophia articulates what she has gained from the material shows that she is a confident learner who is not afraid of engaging others through discussion and debate- even when it comes down to commenting on lessons taught in Spanish! Critical thinking is highly valued among learners today, and Sophia exemplifies this value system by actively predicting outcomes while articulating her responses accurately to questions posed by her instructors.

Sofia demonstrates strong proficiency in comprehending and discussing literature in her native language. However, there is room for improvement in her English reading fluency, which can be effectively addressed with additional instruction and support. The example provided offers limited details about the range and diversity of materials in Sofia’s curriculum, making it challenging to assess her overall engagement in broader reading areas. Introducing a wider range of literature across different subjects would create an enriched learning environment that fosters better literacy skills in both languages, extending beyond small-group discussions.

Sofia enjoys participating in small-group discussions about stories in her primary language, and the same level of interest can be expanded to English, encouraging increased enjoyment and deeper engagement. While specific methods Sofia uses to approach readings are unclear from the information provided, implementing additional strategies, such as utilizing context and summarizing texts, can help maximize her comprehension skills.

Writing

Sofia’s writing proficiency seems less confident compared to her skills in other language domains. In her native language, Spanish, her informal engagements show numerous spelling errors and incorrect sentence structure. For example, when tasked with explaining how to make a sandwich, she struggled to create coherent sentences that accurately conveyed the sequence and lacked proper context cues and vocabulary nuances to enhance coherence.

Additionally, Sofia’s narrative syntax revealed misuse of words, indicating difficulties with grammar and vocabulary conventions and reflecting low confidence in written expression. Sofia relies on electronic translation applications when using English phrases, resulting in disjointed expressions and inaccuracies, highlighting limited fluency in multiple languages. Sofia prefers to work on written tasks independently, without seeking collaboration or professional assistance, which may indicate a lack of confidence in her writing abilities across different languages.

The example lacks specific details about Sofia’s overall engagement with writing, such as the extent, volume, and diverse subjects she covers across academic domains. However, it suggests that Sofia’s writing experiences are limited to explaining the process of making a sandwich. Although her enjoyment and involvement in writing are not explicitly mentioned, her difficulties with writing suggest a possible lack of enthusiasm and motivation in this area compared to her other language skills. Though not directly addressed, it is worth considering the impact of reading on Sofia’s writing abilities. Extensive reading practice in both foreign languages and native tongues has shown potential benefits. By exposing herself to a variety of literary forms with distinct vocabulary and syntax patterns from an early age, Sofia may develop stronger composition skills in the long run.

Based on what we know about Sofia’s writing, areas for improvement may include a better understanding of language rules and traditional spelling norms. Her misspellings and grammatical errors indicate a need for further instruction and practice in language conventions. Explicit teaching of spelling rules, grammar structures, and opportunities for editing and revising her work can help Sofia improve her grasp of written language conventions.

Instructional Implications and Recommendations

By observing Sofia, it is evident that she has a strong desire to become proficient in English, but she encounters challenges in certain aspects of language learning. While she can use Spanish adequately, it would be beneficial for her to utilize Spanish in a way that enables her to expand her English vocabulary. Incorporating a translanguaging ideology in the classroom would greatly support Sofia’s language development.

The teachers make commendable efforts to promote this approach during classroom activities, circle time, and in small groups. However, it falls short during independent work. Nonetheless, Sofia feels comfortable using her entire language repertoire during small group interactions, but she tends to separate languages during certain activities. She excels in reading Spanish, and with the right tools and encouragement, she can leverage that knowledge to excel with English texts.

Sofia, a visual learner, excels in math but struggles with writing. However, she thrives in Spanish reading and leads her reading group. As an emergent bilingual student, Sofia has the potential for success but requires support to improve her English writing and effectively internalize information. To help Sofia, I would focus on exposing her to grammatical structures, linking words, and descriptive language in her home language.

Providing sentence starters and multilingual vocabulary index cards would be beneficial. Flores (2020) highlights the importance of recognizing students’ linguistic knowledge from their experiences. This should be central in classrooms, with an inclusive framework that values both languages for the success of bilingual students. A translanguaging pedagogy would greatly benefit Sofia, enabling her to utilize both languages and capitalize on her strengths.

Lesson Plans

Here are the lesson plans I would design for an emergent bilingual student like Sofia in the classroom:

Lesson Plan #1: Math

Overall Aim

In this mathematics lesson, we will focus on the important concept of measurement, specifically regarding the length and height of various objects.

State Standards (Next Generation)

To begin the lesson, we will review relevant vocabulary words related to measurements, including length, height, ruler, and yardstick.

Language/Literacy/Content Objective

By the lesson’s end, students proficiently use vocabulary to identify measurement tools (rulers, measuring tape, yardsticks). They estimate and employ tools to measure length/height. Refine skills by determining measurements to the nearest inch, foot, or yard.

Assessment

Formative Assessment:

• Teacher Observations: Observe Sofia’s engagement, participation, and understanding.
• Anecdotal Records: Document the student’s strengths and areas for improvement.
• Exit Ticket: Assess Sofia’s translation of measurement sentences between English and her home language.
• Flashcards: Evaluate Sofia’s use of measurement vocabulary in English and her home language.

Summative Assessment:

• End-of-Unit Reflection: Sofia provides a reflective response summarizing learning experiences and growth in measurement concepts.
• End-of-Unit Kahoot Game: Sofia participates in an interactive game assessing her understanding of measurement concepts.

Materials

1. PowerPoint Presentation
2. Scavenger Hunt Measuring Game Handout
3. Exit Ticket
4. Flashcards
5. Anchor Chart: Pictures and words for a ruler, measuring tape, and yardstick.

Instructional Strategies/Procedures

Do Now: To begin the lesson, the teacher reviews the vocabulary words introduced in the previous lesson, including width, depth, tape measure, and meter stick. Students are instructed to take out the flashcards they created with vocabulary words in both English and their home language.

Presentation Slides and Visual Reference: The teacher engages the students by presenting a series of slides featuring different objects, asking questions like, “Which tool would you use to measure this item?” and “¿Qué herramienta usarías para medir este objeto?” Students are then prompted to choose the corresponding flashcard displaying the appropriate measuring tool and verbally express their choice in their preferred language. To facilitate understanding and promote language integration, an anchor chart is displayed, showcasing images and labels of each object in both English and Spanish.

Introduction of Activity: The teacher introduces the class activity for the day, which involves estimating measurements and using tools to measure the width and depth of different objects to the nearest inch and centimeter. Students gather on the rug, and before starting, the teacher asks the students which language they would like to begin with, English or Spanish. The teacher reassures the students about their skills and allows them to use their flashcards with vocabulary words.

“I Do”: The teacher models the activity by explaining that body parts can be used to help estimate measurements. For example, the teacher shows their palm and explains that a palm is “about/alrededor” an inch, the length from the elbow to the wrist is about a foot, and one meter is approximately the height from the floor to the waist. The anchor chart, featuring pictures and terms in both languages, is displayed, and students are encouraged to ask questions in their preferred language to facilitate connections between their first language (L1) and second language (L2) (10 Minutes).

Measurement Hunt Game (We Do): The teacher explains the measurement hunt game, in which students must find objects around the classroom that match their assigned cards. For example, they might need to find an object that is about 5 centimeters wide or determine the depth of a bookshelf. The teacher encourages students to consider which measuring tool they should use, such as a ruler, tape measure, or meter stick.

The teacher provides an example, such as measuring the width of a table, and asks students to discuss with their partners and explain why a ruler is the best measuring tool. Student responses in their preferred language are noted on the anchor chart. Two volunteers role-play a conversation about which measuring tool they would use and how they would measure the table. Students are reminded that estimation is the goal, and precision is not necessary. They are encouraged to create sentences and translate them, such as “The table is about 20 centimeters wide” (10 Minutes).

Independent Practice (You Do): Students are paired based on their shared home language and current levels of emergent language proficiency. To support comprehension and sentence translation, they are equipped with bilingual flashcards and bilingual picture dictionaries. Worksheets are given, starting with sentence starters like “The bookshelf is ___ deep” and progressing to fill in the blanks for full sentences and translations. A key with images and words in both languages is provided for reference (20 Minutes).

Once students complete the Measurement Hunt worksheet, they are asked to gather on the rug to share their findings. Students are encouraged to translate the sentences they created based on the measurement tool they used with specific classroom items (10 Minutes).

The teacher ends the lesson by thanking students for their classroom work and language use. Exit ticket given, sharing the most entertaining or surprising measuring tool/item. Questions in English/Spanish, language choice for answers (5 Minutes).

Differentiations

To cater to Sofia’s needs, instructional strategies incorporate Spanish and English directions and modeling. Students choose their preferred language, and translanguaging is encouraged. An anchor chart displays pictures and labels in Spanish and English for visual support. Teacher models concepts in both languages. Immediate feedback aids learning progress. Bilingual picture books and flashcards enhance comprehension and language integration.

Lesson Plan #2: Reading

Overall Aim

Students will participate in teacher-led small-group reading sessions, where they will delve into the book “The Giving Tree,” authored by Shel Silverstein.

State Standards (Next Generation)

• Objective 2R1: The class develops and responds to comprehension questions, demonstrating an understanding of key ideas and details. Example: Explain the main character’s decision in “The Giving Tree.”
• Objective 2R7: The class demonstrates an understanding of story elements/topics using illustrations/text features. Analyze the illustrations in “The Giving Tree” to infer the character’s emotions/motivations.
• Objective 2W6: Sofia and the class generate questions, actively participate in shared research/explorations, and expand knowledge. Collaborates with peers to investigate the importance of friendship in “The Giving Tree” and presents findings.
• Objective 2W7: Sofia and the class recall personal experiences, present relevant information, and gather from provided sources to address specific questions. For example, she connects sharing something valuable with a friend to the selfless actions in “The Giving Tree.”

Language/Literacy/Content Objective

Students like Sofia use content-specific vocabulary to describe and connect with concepts related to personal responsibility. They complete a circle map worksheet to reflect and make connections, jotting down thoughts and ideas.

Students provided sentence starters and question prompts to support thinking, encourage meaningful connections, and deepen understanding. For instance, they might use sentence starters such as “I can take responsibility for my actions by…” or “One way the character in the story took responsibility was…”

Assessment

Formative Assessment:

• Teacher Observations: Monitor Sofia’s participation, engagement, understanding, connections, vocabulary use, and self-control.
• Anecdotal Records: Document Sofia’s strengths and areas for improvement.
• Exit Ticket: Assess Sofia’s translation of sentences, recognition of rules’ purpose, and self-control in both languages.
• Flashcards and Task Cards: Evaluate Sofia’s use of vocabulary and scenarios related to good traits and self-control

Summative Assessment:

• Circle Chart: Sofia and her classmates create a visual representation of applying good traits and recognizing the purpose of the rules, showcasing their understanding and connections.
• End-of-Lesson Review: Sofia actively participates, engages in discussions, shares understanding, and reflects on her learning journey to assess comprehension and articulation.

Materials

1. Book: “The Giving Tree” by Shel Silverstein.
2. Circle Map Worksheet
3. Sentence Starters and Question Prompts
4. Flashcards
5. Task Cards

Instructional Strategies/Procedures

Opening Activity: The teacher proposes that students form small groups on the rug. Asks for language preference (English/Spanish) to ensure comfort. Reinforces language skills and allows flashcard use. Discussion activates prior knowledge of the consequences of not following rules, emphasizing the importance of responsibility and adherence to rules. Review previous vocabulary: responsibility, rules, actions, cause, and effect. Students retrieve flashcards with vocabulary in both languages.

Shared Reading: During the shared reading session, the teacher will read the story “The Giving Tree” by Shel Silverstein, and the students will read along. Discussion questions such as “What if everyone dropped their soda can out of the window?” and “¿Qué pasaría si a todos se nos cayara la lata de refresco por la ventana?” will be posed to the students. They will be given time to turn and talk with their peers to discuss their answers, promoting translanguaging. The teacher will write down the answers in both English and Spanish on an anchor chart, fostering connections between the two languages.

Guided Practice: The teacher will proceed with the “I do, We do, You do” approach, using both English and Spanish throughout the activity.

During the “I do” phase, the teacher will review the vocabulary words in both languages to ensure comprehension. They will read the story, pausing at appropriate moments to allow students to assess choices and rules in the story. Students will be encouraged to make connections and share their thoughts using sentence starters such as “Algunas veces yo…” (Sometimes I…) and “¿Qué pasaría si…” (What if…). The teacher will write down the students’ responses on the chart in the language they express while translating key elements. (10 Minutes)

In the “We do” phase, students will be prompted to consider “What if” questions related to making good and bad choices. The teacher will show pictures depicting children making good choices (e.g., raising their hands) and bad choices (e.g., throwing trash on the floor). Students will discuss which choices are good or bad and why, placing the pictures in the correct column. Students will turn and talk to share their thoughts and select one connection to share with the class. The teacher will write down the examples in the chart, honoring the language preferences of the students while translating key elements (10 Minutes).

In the “You do” phase, students will be paired based on their emergent levels and home language. They will be provided with flashcards and picture dictionaries in both languages to aid comprehension and sentence translation. Worksheets with a circle map will be given, containing sentence starters such as “Una vez que tomé una buena decisión fue cuando…” (A time I made a good choice was when…) and “Good choices are important because…” Students will progress to completing blanks for full sentences and translations, with space provided for drawing and labeling (20 Minutes).

Closing Activity: After completing the circle map worksheet, students gather on the rug to share their work. They translate sentences about making a good choice, expressing feelings, and emphasizing importance. The teacher concludes by thanking students for their work and language use. (5 Minutes)

Differentiations

• Opening Activity: The teacher gathers students in small groups, a choice of English/Spanish. Multilingual flashcards were used.
• Shared Reading: The teacher reads a bilingual storybook aloud, using English/Spanish. Students participate in discussions.
• Anchor Chart and Modeling: Chart with pictures/labels in both languages. Teacher models with sentence starters/questions.
• Immediate Feedback and Support: The teacher provides immediate feedback and support for comprehension/language use.
• Multilingual Resources: Students utilize bilingual storybooks and flashcards to enhance comprehension/vocabulary.

Lesson Plan #3: Social Studies Writing

Overall Aim

Students will demonstrate their ability to compare and contrast different types of cuisine by using a Venn diagram. The Venn diagram will serve as a visual aid to support students in writing a descriptive narrative highlighting the similarities and differences between the cuisines.

State Standards (Next Generation)

Students will demonstrate their ability to write informative/explanatory texts by creating a brochure that introduces a historical landmark, uses factual information to develop key points, incorporates content-specific language, and includes a concluding section.

Language/Literacy/Content Objective

Students demonstrate comparison skills in ecosystems, including the rainforest, desert, and tundra. Use picture prompts, dictionaries, and sentence frames to support your writing. Words of comparison:

• Similarly/de manera similar
• Likewise/asimismo
• In the same vein/en la misma línea
• Conversely/al revés

Assessment

Formative assessment: Teacher observations, anecdotal records, flashcards, task cards in both languages, and an exit ticket involving translating topic-related sentences.

Summative assessment: Students create an animal presentation/project. Compare and contrast two species that are present in the chosen language, using key text translations. The project demonstrates an understanding of comparing and contrasting concepts in a written narrative.

Materials

1. Venn diagram worksheets
2. Picture prompts or images depicting urban, suburban, and rural communities
3. Bilingual dictionaries or vocabulary cards
4. Sentence frames or graphic organizers for comparing and contrasting
5. Examples of narratives or texts describing communities
6. Anecdotal record templates
7. Exit tickets
8. Flashcards

Instructional Strategies/Procedures

Opening Activity: The teacher will display images of different landscapes, one at a time, on the smart board. Students will use their whiteboards to write the corresponding letter (U for Urban, S for Suburban, or R for Rural) to identify the community depicted in each image. The teacher refers to an anchor chart with English/Spanish words and pictures. Students write answers and raise their whiteboards to show their responses. The teacher provides feedback and reinforces community characteristics.

Introduction: The teacher introduces the activity and reviews previous vocabulary words with the students. Words are written in English and the home language, accompanied by definitions. The teacher will explain that today they will be learning about how communities are different (diferente) from one another, but also have similarities (parecido).

Instructional Sequence: Teacher Modeling (I Do): Students gather on a rug, and the teacher pre-teaches content-specific words. Models comparing Los Angeles and Seattle communities with a Venn diagram in both languages. The teacher will ask questions like “In what ways are Los Angeles and Seattle similar? In what ways are they different?” and model how to answer these questions by providing examples and writing them in the appropriate sections of the Venn diagram (10 Minutes).

Guided Practice (We Do): Students discuss image similarities with their partners and record their thoughts on the Venn diagram. The teacher provides sentence starters and facilitates, noting correct answers.

Independent Practice (You Do): Students will work in small groups based on proficiency levels and receive a Venn diagram worksheet. They will compare Miami and Denver communities using pictures/sentences. Use drawings and home language to express ideas (10 Minutes).

Sharing and Reflection: Students share worksheets, translate sentences, and discuss observed similarities/differences in the community (20 Minutes).

Closing: The teacher expresses gratitude to students for their participation. Students complete exit tickets in English/Spanish, reflecting on the similarities and differences observed in community images (5 Minutes).

Differentiations

French and German instructions and modeling. The choice to work in the preferred language. Translanguaging opportunities in group/partner activities. Anchor chart with pictures/labels in both languages. Modeling for understanding. Immediate feedback. Bilingual picture books/flashcards were used.

References

Bauer, K. L., Iyer, S. N., Boon, R. T., & Fore, C. (2009). 20 ways for classroom teachers to collaborate with speech—language pathologists. Intervention in School and Clinic, 45(5), 333–337.

de la Luz Reyes, M. (2012). Spontaneous biliteracy: Examining Latino students’ untapped potential. Theory into Practice, 51(4), 248-255.

Flores, N. (2020). From academic language to language architecture: Challenging raciolinguistic ideologies in research and practice. Theory into Practice, 59(1), 22-31.

García, O. (2020). Translanguaging and Latinx bilingual readers. The Reading Teacher, 73(5), 557-562.