finding complex, engaging, and powerful literature for a quality bilingual classroom jesús fraga,...
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Finding Complex, Engaging, and Powerful Literature for a Quality Bilingual Classroom
Jesús Fraga, Programs in Bilingual Education & TESOLLisa Simon, Program in Transformative Literacy
The City College of New YorkNABE 2015, Las Vegas, NV
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Finding Complex, Engaging, and Powerful Literature for a Quality Bilingual Classroom
Today’s Agenda• Introductions / Greetings• Strategies and Resources• Examining and Critiquing Recommended Texts• Negotiating Mandates• The Role(s) of Teacher Education Programs• Q & A
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Who we are and what unites us
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Why this focus?
• Students/communities need texts where they see themselves reflected
• Finding texts with authentic, complex, and interesting depictions of language users is challenging;
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Why This Is Important to Us• Our university setting in Harlem with a strong and diversified
bilingual/ELL community;• Our teachers/students working throughout
multilingual New York;• Our pedagogical beliefs tell us that quality literature is a crucial
component of good teaching;• Our personal backgrounds and families.
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Do you or would you use….
Newspapers
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Do you or would you use….
Song Lyrics
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Do you or would you use….
Wordless Picture Books
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Do you or would you use….
Video, TV or Film
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Do you or would you use….
Murals
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Do you or would you use….
Cookbooks
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Think-Pair-Share
• Which of these texts do you use? Why/why not?
• Which of these texts would you like to use? Why/why not?
• What challenges or questions do you foresee using such texts?
• Newspapers/Magazines• Lyrics•Wordless
Picture Books• Videos•Murals• Cookbooks
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Enriching your Curriculum
• Gives you access to • Wider range of texts • Engaging texts• Texts with different levels of complexity• Diverse perspectives
باللغة Al Monitor-The Pulse of العربيةإقرأThe Middle East
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Initial Criteria/Why Use These Texts
•What is your focus or what are your goals for your lesson or unit? • Character analysis? • Confidence in writing? • Understanding setting? • Cause and effect? • Point of view
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Initial Criteria/Why Use These Texts
•What are issues/concept/ideas that you want your students to develop or explore? • Immigration? • First and second generation within families?• Self-expression?• Human rights?• Religious freedom?
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Initial Criteria/Why Use These Texts?
• A text that is so powerful or significant that you want your students to have access to it.• Fell in love with
this text • Opportunity to
share this passion with your students.
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The texts we choose can enrich, challenge, augment mandated texts and curricula
The
Motorcycle
DiariesDiar
y of
Anne
Fran
k
The power of diary writing
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Finding texts that can help you with your teaching goals
Goal 1: Oral language development (e.g., NYS Standard 2)
Recommended: Texts with images that tell stories (wordless picture books, murals, paintings)
“What happened before?”
“And what do you think will happen next”
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Finding texts that can help you with your teaching goals
Goal 2: Opportunities to develop and demonstrate cross-cultural knowledge and understanding (e.g., NYS Standard 5)
Recommended: Authentic texts that come out of the global language communities (e.g., local and international newspapers, international blogs, websites, videos, television shows, movies, murals)
Example: Have students read about the same event from two different perspectives
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Finding texts that can help you with your teaching goals
Goal 3: Using language for social interaction (e.g. NYS Standard 4)
Recommended texts: cookbooks, songs, Local and international newspapers, international blogs, websites, videos, television shows, movies, murals
Example: invite a parent to come in and the help the class make the recipe
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Think of a unit or topic that you need to teach….
Talk with a partner about…..
•What kinds of texts could you bring in to enrich your school’s mandated curriculum
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3. In Sum
• Be Proactive• Energize your curriculum with powerful texts• Use texts as bridges between state mandates
and your school’s and students’ community.
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The Contribution of Teacher Education Programs Towards this Work
• Seeking texts• Creating texts• Enriching curricula• Celebrating texts that support complex representations of
language communities
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Challenges to this work
• The Testing Era (K-18)• Schools with Limited Resources• The Fear Factor
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Q & A