A Path to Discourse-Rich Communities

2018 ◽  
Vol 25 (2) ◽  
pp. 104-113
Author(s):  
Kathryn B. Chval ◽  
Rachel J. Pinnow
Keyword(s):  
Third Grade ◽  
Bilingual Learners ◽  
Linguistic Development ◽  
Emergent Bilingual ◽  
Grade Teacher ◽  
Academic Content

A third-grade teacher orchestrates mathematical materials, tasks, and talk to engage her emergent bilingual learners and foster both academic content and linguistic development.

Effective Collaboration at Central Elementary School

1992 ◽  
Vol 23 (4) ◽  
pp. 367-368 ◽  
Author(s):  
Jennifer Chisler Borsch ◽  
Ruth Oaks
Keyword(s):  
Elementary School ◽  
Communication Skills ◽  
Third Grade ◽  
Collaborative Effort ◽  
Speech Language Pathologist ◽  
Grade Teacher ◽  
Effective Collaboration

This article discusses a collaborative effort between a speech-language pathologist and a regular third grade teacher. The overall goal of the collaboration was to improve communication skills of students throughout the school. The factors that contributed to making the collaboration a success are discussed.

Gifted and Denied

1993 ◽  
Vol 16 (3) ◽  
pp. 47-48 ◽  
Author(s):  
Diana Ortegon Olague
Keyword(s):  
Elementary School ◽  
Third Grade ◽  
Unfamiliar Word ◽  
Grade Teacher ◽  
The World ◽  
Stored Information

My third-grade teacher reads a poem. I smile, delighted to spend the afternoon immersed in literature until the teacher comes to an unfamiliar word. What is that word? I scan my classmates. They appear content and seem to understand the lesson. Why don't I? I slide down into my desk as the others excitedly wave their arms in the air hoping to participate in an animated discussion of the story. Why do I always feel so stupid and locked out of the secrets words possess? I am an Hispanic. I somehow extended the limited vocabulary I controlled as a child to succeed in school and college. Of course, a high aptitude and strong perseverance helped me emerge. However, my lack of useful terminology embarrassed me, and I worked twice as hard to compensate. I wanted to bridge the vocabulary gap that interfered with my opportunities to flourish, but escaping this handicap proved difficult. My brain stored information in two languages. Retrieving accurate terminology took longer for me. Some words I knew only in Spanish; some words I never experienced at all. No one in elementary school believed I was smart. Teachers only saw the deficiencies. No one gave me a chance to blossom or to share my own unique and enhanced qualities. Yet, I know now that I was smart, and all my A's in college philosophy and math verified this. Still, I was locked out of the secrets the world held.

Coeditors’ Introduction: Language Ideologies and Emergent Bilingual Learners

2014 ◽  
Vol 37 (1) ◽  
pp. 1-5
Author(s):  
María E. Fránquiz ◽  
Alba A. Ortiz
Keyword(s):  
Language Ideologies ◽  
Bilingual Learners ◽  
Emergent Bilingual

Ditton's Dilemma, or What To Do About Decimals

1980 ◽  
Vol 28 (2) ◽  
pp. 44-46
Author(s):  
F. Richard Kidder
Keyword(s):  
Third Grade ◽  
Grade Teacher

Mary excitedly waved a shiny new minicalculator at her third-grade teacher exclaiming, “Mr. Ditton, Mr. Ditton, see what Daddy gave me for my birthday.” Sharing her enthusiasm, Mr. Ditton examined the calculator carefully, “Isn't this terrific? Now you can work all those long messy problems that you have always hated to do.” Mary's elation quickly subsided, “But I can't Mr. Ditton, I can't. I don't know what all these numbers mean.”

scholarly journals Creative Literacies and Learning With Latino Emergent Bilinguals

2012 ◽  
Vol 6 (1) ◽  
pp. 273-298 ◽  
Author(s):  
Patricia Martínez-Álvarez ◽  
María Paula Ghiso ◽  
Isabel Martínez
Keyword(s):  
The United States ◽  
Learning Opportunities ◽  
Pedagogical Practices ◽  
Educational Policies ◽  
Emergent Bilinguals ◽  
Multimodal Learning ◽  
Multimodal Literacy ◽  
Bilingual Learners ◽  
Literacy Experiences ◽  
Emergent Bilingual

Research documents the benefits of implementing pedagogical practices that foster creativity in order to prepare students for a changing future and to meet the needs of emergent bilingual learners. Designing pedagogical invitations that make room for creativity is especially urgent given educational policies in the United States which privilege decontextualized, standardized learning aimed at "testable" skills, often in opposition to more expansive multilingual and multimodal learning opportunities. The current study explores how multimodal literacy experiences grounded in bilingual learners’ sociocultural realities stimulated creativity and allowed students to demonstrate and practice their creative abilities.

scholarly journals Key Elements of Robust Vocabulary Instruction for Emergent Bilingual Adolescents

2019 ◽  
Vol 50 (4) ◽  
pp. 493-505 ◽  
Author(s):  
Amy C. Crosson ◽  
Margaret G. McKeown ◽  
Kelly P. Robbins ◽  
Kathleen J. Brown
Keyword(s):  
Problem Solving ◽  
Morphological Analysis ◽  
Vocabulary Instruction ◽  
Design Principles ◽  
Instructional Program ◽  
Clinical Settings ◽  
Emergent Bilinguals ◽  
Bilingual Learners ◽  
Emergent Bilingual ◽  
High Utility

Purpose In this clinical focus article, the authors argue for robust vocabulary instruction with emergent bilingual learners both in inclusive classroom settings and in clinical settings for emergent bilinguals with language and literacy disorders. Robust vocabulary instruction focuses on high-utility academic words that carry abstract meanings and appear in texts across content areas (e.g., diminish , ambiguous ). For emergent bilinguals, vocabulary instruction should be infused with morphological analysis emphasizing Latin roots to support students to problem-solve meanings of new, unfamiliar words and make connections between semantic clusters of related words in English. An innovative and critical component of this instructional approach is to support emergent bilinguals to leverage their linguistic resources by making connections to their home languages. Five design principles for teaching emergent bilinguals to engage in morphological analysis with Latin roots are presented. These design principles are illustrated with examples of evidence-based practices from intervention materials for instruction. Examples are drawn from varied instructional contexts. We present a synthesis of findings from implementation trials of our instructional program. Finally, application of the approach to clinical settings for speech-language pathologists are addressed. Conclusions Clinical practice with emergent bilingual learners at intermediate and advanced stages of proficiency should incorporate robust vocabulary instruction for emergent bilinguals from a variety of cultural and linguistic backgrounds. Clinicians should focus on high-utility academic words, and they should teach morphological problem-solving skills for generative word learning. Clinicians should leverage emergent bilingual learners' home language resources for developing morphological problem-solving skill. Supplemental Material https://doi.org/10.23641/asha.9745169

Sign in / Sign up

Export Citation Format

Share Document