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Sixth International Conference on Immersion and Dual Language Education: Connecting Research and Practice Across Contexts

del 20 al 22 de October del 2016

Hyatt Regency Hotel, Minneapolis, MN, USA

Biliteracy Development in a 5th Grade Dual Language Immersion Classroom

viernes, el 21 de octubre de 2016 a las 11:15–12:15 CDT
Lake Harriet
Session Type

Paper/Best Practice Session (1 hour)

Immersion/Partner Language(s)

SPANISH/ENGLISH

Context/program model
One-Way Second/Foreign Language Immersion
Co-Official/Regional Language Immersion
Two-Way Bilingual Immersion
One-Way Developmental Bilingual Education
Level

Elementary (K-5)

Program Summary

Session will showcase how a backwards-planning model and curriculum maps allow teachers to collaborate across languages to promote biliteracy development. Presenters will illustrate best practices in implementing explicit language instruction in a  content-based classroom and provide examples of assessment practices that were effective with their population.

Abstract/Description for Paper, Discussion, and Laptop Poster presentations

This session illustrates a collaborative inquiry that explores ways to plan for purposeful language instruction and assessment in an 80/20 dual language immersion (DLI) program. The session will showcase how a backwards-planning model (Wiggins & McTighe, 2005) and curriculum maps allow teachers to collaborate across languages to promote biliteracy development. In order for students to reach higher performance standards for language and literacy required by the Common Core State Standards, they need to “bridge” what they know across languages (Beeman & Urow, 2012). By developing specific instructional activities to increase awareness (Lyster, 2007) about language, students will be more likely to develop academic language in a content-based classroom.

A fifth grade teacher and intervention specialist planned and documented a thematic unit in a fifth grade DLI classroom. Their inquiry process seeks to discover how the teachers plan for instruction and assessment in order to increase student engagement and access to grade level curriculum. This session will illustrate best practices in implementing explicit language instruction in the content-based classroom and provide examples of formative and summative assessment practices that were effective with their school population. The data for the inquiry process is generated through planning meetings and post lesson reflections, videotaped classroom observations, teacher interviews, as well as collaboratively designed curriculum maps and lesson plans.

Presenters will share their planning process, engage the audience in specific activities designed to draw the learner’s attention to language that is critical to the literacy and content standards, and show student assessment data through video-clips, photographs and student work samples.

Lead Presenter/organizer

Danielle Reynolds-Young, Canby School District
Role/Title

Intervention Specialist

State (in US) or Country

OR

Co-Presenters

Vicky Aguilar, Canby School District
Role/Title

Fifth Grade DLI Teacher

State (in US) or Country

OR

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