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Taking Advantage ofthe Bilingual Brain
Heide Spruck Wrigley
CVT –September 2019
Seattle Public LIbrary
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English is not the only language
that counts
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Road Map
• Focus and hoped for outcomes
• Are you an emergent bilingual language learner?
• “We are sinking” video
• Shift in language attitudes – shift in pedagogy
• What we know about the bilingual brain
• Your brain in action: Mein Bruder Harald
• Translanguaging: All cylinders firing
• Multimedia to deepen learning
• Strategies to take advantage of the bilingual brain
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Are You An Emergent Bilingual?
Depends on who is asking
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How fluent are you?
I CAN FAKE IT IN A RESTAURANT WITH A
PATIENT WAITER
I CAN HOLD MY OWN IN EVERY DAY
CONVERSATIONS
IF YOU HOLD A GUN TO MY HEAD AND SAY “TALK
OR I’LL SHOOT”, I CAN TALK
I’M PRETTY COMPETENT IN MOST CONTEXTS
I’M SO GOOD, I COULD GET A JOB AS A SIMULTANEOUS
TRANSLATOR AT THE U.N.
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Shifts in Language Attitudes and Pedagogy
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Changing Perspectives
ENGLISH ONLY
1. English right from the very start
2. No use of L1 in groups or pairs
3. L1 discouraged even during breaks
4. Employers insist on 100% English at all times
TRANSLANGUAGING
1. Native languages are recognized and used in class
2. Groups or pairs use L1 and then report out in English
3. The need to speak L1 to reduce stress and make connections is recognized
4. Employers are flexible (English in front of customers, but not in other cases
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Research on the Bilingual Brain
Different sections of the brain are associated with different language systems (L1; L2 etc)
Some areas of language processing overlap so they can have access to direct processing of information
“Cognitive advantage” when it comes to processing certain complex tasks
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The bilingual brain always translates
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Research on the Bilingual Brain
Emotions are felt differently in L1 and L2
Greater metacognitive awareness (analyzing how Language works)
Effects greatest in migrant learners (not native bilinguals)
Becoming bilingual is stressful
Better able to switch between tasks
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Greater cognitive aware
Has greater metalinguistic awareness
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How do you say it: Contrastive Analysis
English Portuguese American Sign Language
Spanish Amharic
A good life boa vida Una vida buena
Yesterday it rained
My name is
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Which word says yellow?
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What Are Implications for Our Work?
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Brainbreaks
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Watch your Brain at WorkWhat is happening in there?
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Mein Bruder Harald
• Mein Bruder heisst Harald. Er hat drei Kinder, Judith, Simon und Daniel. Seine Frau heisst Gisela. Jedes Jahr, gehen sie aufs Oktoberfest. Sie essenWurst und Sauerkraut und Rotkrautund trinking viel Bier. Sie essen auchKartoffelpuffer. Dann tanzen sie. Allefreuen sich!
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What did you brain do?How did you feel?
Metacognitive
Awareness
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“Translanguaging” Supporting the bilingual brain
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Translanguaging Characteristics
Taking full advantage of all of the brain’s resources and using them to communicate
Connecting words and phrases and making decisions on what to use and how to use them with monolingual or bilingual audiences
Being aware of multilingual environments and resources and using them for learning (intentional and incidental)
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Using Multimedia To strengthen the bilingual brain
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In multi-lingual contexts
Teaching/Learning
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Honor your students’
cultures and languages
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Instructional Strategies
Setting the tone Students teach and use “gambits” in their
own language
Contrastive analysis and language curiosity
(cognate charts)
Small group work in the dominant language
Students bring in flyers and mail in L1 and
explain to each other
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Instructional Strategies (ctd)
Watching the news in L1
Bilingual picture dictionaries and sentence frames
Group discussion of vocabulary
Bilingual presentations (my home town)
Bilingual word walls and personal dictionaries
Review/Preview in L1
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Teacher and students share the same language https://www.youtube.com/watch?v=EGg7i9gH4zs
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Think/Pair/Share
How Can you Support Translanguaging?
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A Word of Caution Constant translation is not the answer
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Multimedia Resources
With Native Language Support
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Children’s Stories in L1
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Multimedia Resources
• ESL Video Series
• https://wespeaknyc.cityofnewyork.us/
• Bilingual picture dictionaries:
• https://www.amazon.com/Oxford-Picture-Dictionary-English-Chinese-Bilingual/dp/0194740129
• Google Translate and other online dictionarie https://translate.google.com/
• DuoLingo: www.duoLingo.com
(does not include Amharic and other lesser known languages)
• Cell-ED – mobile learning https://www.cell-ed.com/
• Bilingual Fairy Tales https://www.youtube.com/channel/UCiqZIGpZl2Oc2kKd0EnK-vA
Also: News and YouTube in L1
• Amharic News: https://www.youtube.com/watch?v=ueOvt-Z_TXk
• ESL for Arabic speakers: https://www.youtube.com/watch?v=3iG7NczhhK0
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What are your take-aways for the day?
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Want to Learn More?
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References
• “Judicious use of the native language in the ESL classroom” –discussed in an interview with Focus on Basics• http://www.ncsall.net/index.html@id=189.html
• The Bilingual Brain: Emergent, Dynamic, and Variable. Albert Costa (1970–2018) • https://www.cell.com/trends/cognitive-sciences/fulltext/S1364-
6613(19)30123-8
• The Bilingual Brain: And What It Tells Us about the Science of Language
by Albert Costa (Author), John W. Schwieter (Translator)