RESOURCES

Invitations for further engagement with chapter ideas

  1. Choose one of the vignettes presented at the beginning of the chapter.  Put yourself in the role of the classroom teacher.  What can you do to provide students with richer expression options?

  2. What are translanguaging acts and how can they help EBs and their classmates?

  3. How does language impact the social and emotional growth of students?

  4. Spend a couple of days shadowing an emergent bilingual student.  Consider and propose changes to better support the learning of emergent bilinguals in this school.
    1. What does the student's day look like?
    2. What opportunities does the student have to engage with others?
    3. What are the language norms that govern the student's school day?
    4. What is the role of translanguaging in the student's day?

  5. Interview a few mainstream students:
    1. How much do they know or want to know about newly arrived emergent bilingual students?
    2. What do they think it is best way to include newly arrived emergent bilingual students in their classroom community?

  6. In this video from Media that Matters, we follow Moises, an emergent bilingual student who struggles to communicate in his new school with limited access to his native language.
    How would translanguaging support him academically, socially, and emotionally?
5
In this video from Colorin Colorado, strategies and ideas for creating a welcoming environment for Emergent Bilinguals are offered.
What are some other ideas you have?

 resources for further Reading/viewing

  1. Kabuto, B. (2018). Becoming a Bilingual Reader as Linguistic and Identity Enactments. Talking Points, 29(2), 11–18.
  2. Moses, L., Hajdun, M., & Aguirre, A. A. (2021). Translanguaging Together: Building Bilingual Identities con Nuevos Amigos. The Reading Teacher, 75(3), 291–304. https://doi.org/10.1002/trtr.2060