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Breaking down math steps into clear language is one way teachers can help English-learners grasp both the content and academic language. Via Dual Language Education of New Mexico 
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Artificial intelligence (AI) is creating exciting new opportunities for educators to engage students in the classroom, update learning activities, and build comprehensive learning experiences that develop 21st-century skills. For institutions, the rapid launch of various AI tools at scale is a double-edged sword. It creates a wealth of opportunities to improve and support learning, while also elevating the need for crafting a thoughtful policy approach that supports learning programs and ensures holistic, human-informed outcomes that fulfill educational objectives. For those just beginning to explore the pros and cons of AI in their programs, it is beneficial to learn more about Via Dual Language Education of New Mexico
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When Mayra Valtierrez talks about the students in New Mexico public schools who are learning English, one thing becomes clear: It’s an incredibl Via Dual Language Education of New Mexico
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Why send your child to an international school? The German International School Chicago director explains the many benefits. Via Dual Language Education of New Mexico
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I have been the principal at Georgia Brown Elementary School for five years, but my relationship with the school began many years ago when my own children were students there and I began substitute teaching. It’s been a real joy to see the school grow and change over those years and develop the amazing dual immersion program that it has today. Dual immersion programs allow English language learners to continue their journey in their native language—Spanish, at our school. The more proficient students are in their primary language, the faster they are able to transfer those skills to a second Via Dual Language Education of New Mexico
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Are you a beginner looking to improve your English speaking skills? Join us for engaging English conversation practice sessions designed for beginners. Learn and speak English confidently in a supportive environment.
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In unserem dritten Online-Kolloquium zur frühkindlichen Mehrsprachigkeit widmen wir uns mittels deutsch-französischen Praxisbeispielen und Ressourcen zur frühen Mehrsprachigkeitsförderung.
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The Peer Effect: Non-Traditional Models of Instruction in Spanish as a Heritage Language guides an important pedagogical conversation on the relevance of herita...
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“I am my language. Until I can take pride in my language, I cannot take pride in myself.” With these words, the noted scholar Gloria Anzaldúa challenges educators to affirm and accept a student’s unique characteristics, to accept the language variety the student brings from home, and to build on and honor their linguistic heritage. These words emphasize that language is at the heart of how we present ourselves and how others see us (Gonzalez, 2005). Yet while the days are long gone when teachers rapped children’s knuckles for speaking Spanish or changed their names from Yu Ling to Linda, the increase in linguistic diversity across the nation requires that educators be particularly sensitive and aware of the benefits and importance of validating student language because it is fundamental to student well-being. Recognizing and Validating Students’ Native LanguagesLinguistic diversity characterizes the US K–12 population today. In 2018, there were over five million K–12 English learners (ELs) enrolled in every state, ranging from 0.8% in West Virginia to 19.4% in California. Approximately 10% of the nation’s students bring a language other than English to class. While the majority of ELs are Spanish speakers, the top ten languages include Arabic, Chinese, Somali, Russian, Portuguese, Haitian, Hmong, and Vietnamese (NCES, 2021). What are the implications of this linguistic diversity for educators? Linguistic discrimination, linguistic prejudice, and linguicism all refer to practices in which a negative judgement is made of a person based on their language. In 1988, the linguist Tove Skutnabb-Kangas defined linguicism as discrimination based on language or dialect (1988). Linguistic stereotyping refers to predefined negative perceptions imposed on English speakers based on their race, ethnicity, and nationality (Dovchin, 2020). Linguicism has had a long history in US English-only policy and, despite legal rulings otherwise, continues to underscore anti-immigrant rhetoric. Wiley (2019) has noted that language discrimination is often a proxy for racial animosity against immigrants. There is no support to sustain a deficit perspective on language. The National Academy of Sciences issued a report in 2017 stating that “scientific evidence clearly points to a universal, underlying human capacity to learn two languages as easily as one… Recent evidence also points to cognitive advantages, such as the ability to plan, regulate their behavior, and think flexibly, for children and adults who are competent in two languages… there is no evidence to indicate that two languages in the home or the use of one in the home and another in early care and education confuses DLLs or puts the development of their languages at risk” (p. 3). DLLs benefit from consistent exposure to both their L1 and English in early childhood settings. An asset-based approach to teaching requires that educators abandon a focus on the limitations of and weaknesses in students and expand understanding of the strengths, assets, and funds of knowledge that students and their families possess. This requires getting to know the complexity of the EL student and community as well as the values and aspirations that EL parents have for their children. Asset-based pedagogies view the diversity that students bring to the classroom, including culture, language, disability, socioeconomic status, immigration status, and sexuality, as characteristics that add value and strength to classrooms and communities (California Department of Education, 2021). Rather than seeking to overcome this diversity, an asset-based policy requires viewing students in a new light. Asset policy recognizes that the gifts ELs bring with them can be springboards for learning. Toward an Asset-Based PedagogyLeadership in today’s multilingual/multicultural schools requires a vision of language equity for the school community. Principals, as the instructional leaders, provide the context for parents, students, teachers, and staff to recognize that English and the other community languages deserve equal value, status, and importance. The following provide a few examples of asset-based pedagogy for leadership, teachers, and the curriculum. The Principal as Language LeaderIt is fundamental that school leadership holds a philosophical stance that views linguistic diversity as an asset. From this stems a series of activities that set the stage for the school to reflect a welcoming linguistic environment for students, parents, and staff. Some features of a welcoming linguistic environment include: The principal and their team conduct an informal linguistic landscape study to identify through community signage areas where different linguistic communities reside. The school community’s linguistic landscape can be shared with staff and updated as the community shifts. The leadership team provides professional development for teachers to develop their asset pedagogy. The school leadership creates opportunities for parents to engage in school activities and decision making. Information about the school, its curriculum, report cards, and parent outreach is available in multiple languages. The school office staff is capable of offering information in various languages. Information through print, internet, and community meetings is multilingual. School events offer diverse linguistic communities for spelling bees, plays, and presentations, and guest speakers are offered in diverse languages. On-site community meetings are translated. Teachers Build Classroom Environment Based on Asset PedagogyTeachers are crucial to the implementation of an asset-based approach that values the strengths of students’ identities and cultures. Creating a welcoming environment includes many activities, ranging from those as basic as learning students’ names to the complexity of developing project learning activities. Pronunciation matters. Research has found that students’ socioemotional well-being and worldview can be negatively impacted by teachers’ failure to pronounce names properly and that this can even lead students to shy away from their own cultures and families (Kohli and Solórzano, 2012). Classroom bulletin boards display student work in the appropriate languages. The teacher provides a classroom library with selections representing different languages and cultures. Students are encouraged to share pictures of themselves and artifacts from home. Families are given the opportunity to visit the classroom and share stories, music, or skills. Students get the opportunity to listen to other languages. Students learn greetings in each other’s languages. Teachers design inquiry activities into students’ heritage languages and cultures. Curriculum and Materials Support an Asset Perspective It is not sufficient to offer a welcoming school if the materials and curriculum are not challenging for all students. It is important to determine that emergent bilinguals have access to gifted and talented programs, and that they can participate in Advanced Placement classes. In addition: Assessment practices need to be multifaceted and plurilingual. Textbooks and supplementary materials should be of similar complexity and quality as those for non-ELs.In today’s world of linguistic diversity, educators can turn away from deficit perspectives with a new view toward the benefits of bilingualism and a positive orientation toward the languages and cultures students bring. An asset-based pedagogy offers ELs a chance at a more equitable and accessible educational future. American Academy of Arts and Sciences, Commission on Language (2017). America’s Languages: Investing in Language Education for the 21st Century. www.amacad.org/language. Via Charles Tiayon
Charles Tiayon's curator insight,
May 18, 2022 9:50 PM
"Linguicism Linguistic discrimination, linguistic prejudice, and linguicism all refer to practices in which a negative judgement is made of a person based on their language. In 1988, the linguist Tove Skutnabb-Kangas defined linguicism as discrimination based on language or dialect (1988). Linguistic stereotyping refers to predefined negative perceptions imposed on English speakers based on their race, ethnicity, and nationality (Dovchin, 2020). Linguicism has had a long history in US English-only policy and, despite legal rulings otherwise, continues to underscore anti-immigrant rhetoric. Wiley (2019) has noted that language discrimination is often a proxy for racial animosity against immigrants. #metaglossia mundus
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A study involving UOC researchers confirms that the video format enhances relationships between teachers and students People studying a foreign language often suffer from anxiety, which affects their performance and can lead to them giving up their studies According to the latest EF Education First report, the level of English proficiency in Spain has been stagnant for eight years, and the country is among the lowest in its European rankings for knowledge of this language
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![[Hello Hangeul] Korea needs to talk about invasion of English alphabet in everyday signage | Bilingually Enriched Learners | Scoop.it](https://img.scoop.it/bWRwU97hLTOmkDey_At1mTl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
By Choi Jae-hee Published : Jun 4, 2023 - 11:41 Updated : Jun 4, 2023 - 11:45 In one up-and-coming neighborhood in Seoul, the prevalence of English letters on cafe and restaurant signboards adds to its exotic ambiance, complementing the diverse range of foreign cuisines found there. Approximately 7 out of 10 signboards in this area, known as Yongridan-gil and situated between Samgakji and Sinyongsan subway stations in central Seoul, are exclusively written in foreign languages. English is the most commonly used, followed by Chinese and Japanese. As one strolls through this neighborhood, it is easy to mistake it for a different part of the world, if not for the pedestrians conversing in Korean. Yongridan-gil may be just a trendy hot spot for young people in South Korea, but for those who are concerned, it is another indication of Hangeul’s waning presence in everyday signage within its homeland.
What happened?
These two photos show a street scene in Seoul's Myeong-dong from the late 1980s and now, illustrating a notable shift in outdoor signage from Korean to English. (Lee Sang-sub/ The Korea Herald)
When one compares photos of a street in Seoul’s Myeong-dong from the late '80s to the present day, it becomes clear: the English alphabet has ousted Hangeul from outdoor signage. Comprehensive data on the use of foreign language in outdoor signage is not available. But a 2019 study from the Hangul Cultural Solidarity put the number of signboards written in only foreign languages in 12 of Seoul’s 25 districts at 1,704 that year, accounting for 23.5 percent of the 12-district total. Signboards written in both Korean and foreign languages took up another 15.2 percent. Outdoor signs written only in foreign languages are, in fact, against the law. Under the Management of Outdoor Advertisements Act, shop banners should principally be written using Hangeul. If it is necessary to use foreign characters, the corresponding Korean letters should also be presented on the signboard in brackets. A violation of this rule could result in a fine of up to 5 million won ($3,800), unless the foreign language signage is a registered trademark under the Korean Intellectual Property Office, in which case exceptions may be allowed. This rule, however, is rarely enforced. Back in 2002, a group of local organizations committed to protecting the Korean language mounted a campaign to change that. They filed a damage compensation suit against telecoms firm KT Corp. and KB Kookmin Bank, taking issue with their changing of corporate logos to the current ones using English letters. In 1997, KT’s Korean name, Hankuk Tongshin, was officially dropped from the company logo as it chose to exclusively go by KT, short for Korea Telecom. In 2001, the English letters “KB” replaced KB Kookmin Bank’s Korean name, Kookmin Eunhaeng, in the bank's logo. The Seoul Central District Court acknowledged the illegitimate nature of the two corporate logos in question, but it did not support the complainants' argument for compensation. “Advertisements entirely in the English alphabet violate the act on the management of outdoor advertisements stipulating that foreign language advertising materials should include Korean characters,” the court said in its ruling. In dismissing the plaintiffs' claims for damages, the court stated that the Romanized logos affect public interest rather than individual rights. “Since the violated rights pertain to social benefits rather than individual rights, it is not possible to hold (KT Corp. and KB Kookmin Bank) responsible for compensating individuals for any psychological harm (caused by corporate logos in English),” the court said. The Korean Language Society, one of the groups involved in the 2002 campaign, says that the influence of foreign languages has only increased since losing the campaign. Now, it is not limited to corporate logos, ads and shop signboards but has expanded to the public sector, the group said. “Promoting (something) with foreign language slogans has become a common practice in both private and public spheres. Even state-run corporations or public events are being renamed in English,” a spokesperson at the civic group told The Korea Herald. For example, a large banner displayed outside the Seoul Government Complex to promote the country’s bid to host the 2030 World Expo in Busan was written entirely in English, the representative said. “Korea’s cultural power is stronger than ever, as seen in the global Korean pop and media content boom. It is deplorable that we are belittling our own language while more people around the globe are paying attention to the Korean language,” the spokesperson said. Some experts say existing regulations, even if strictly enforced, would have done little to prevent Seoul from becoming a sea of non-Korean advertisements and signboards. “According to the law, a signboard that covers an area of 5 square meters or less and is installed on a building with four floors above ground or less is not subject to the regulation," said Kim Yang-jin, professor of Korean language and literature at Kyung Hee University. As most restaurants or cafes are located on the fourth floor or below, and the size of their signboards usually does not exceed 5 square meters, many foreign language signboards often fall outside of the regulation and supervision of the local district office, Kim said. The English logos of many firms are usually exempt as they are mostly registered trademarks, he added.
Why ditch Hangeul?
So why did Hangeul lose out on company or shop names, public slogans and ads in the first place? To answer that question, some experts point to the wide acceptance of loanwords and foreign languages by Koreans. A 2020 survey of 5,000 adults nationwide by the National Institute of Korean Language showed that 54.3 percent of the respondents answered yes to the question “Do you use foreign words frequently in daily life?” while 34.6 percent gave a neutral response and the remaining 11 percent said "No." As to why they prefer to use loanwords, 41.2 percent said “to convey the exact meaning,” 22 percent said “to look professional” and 15.7 percent said “foreign languages sound more sophisticated.” As for Romanized store signs in Yongridan-gil, a 20-something resident surnamed Song had only good things to say about them. “The vivid colors of English signboards look good in pictures,” Song said. One owner of a wine bar in the area surnamed Hwang said: “Many restaurants in Seoul offer various kinds of exotic dishes. Not only food but also the restaurants’ interior and exterior design have become exotic when compared with the past. I think many Koreans are interested in something that looks fancy.” “Foreign-language shop signs that break from the typical Korean fonts and colors are a way for some small merchants to promote their shops.” In recent years, many businesses have also gotten creative with their signs. One dessert cafe in Seongsu-dong, eastern Seoul, wrote “misugaru,” an old-school traditional Korean drink made of grain powder and milk, as “MSGR” on their menu, drawing mixed reactions online.
A cafe's menu written in English (Twitter)
In response, one Twitter user wrote, “It is a fun idea to get attention from the customers,” while another tweet read, “Even young people wouldn’t understand its meaning. Can anybody tell me why English is needed to describe traditional Korean food?” The growing number of non-Korean store signs and menu boards also creates difficulties for some older residents who are not familiar with foreign letters. For Jo Hyun-sik, a 64-year-old man living in Seoul, visiting local cafes is sometimes a bit of a challenge. "I was once confused by English words on the menu like ‘double shot’ and ‘seasonal.’ Many cafe franchises explain their menu in both Korean and English, but there are some small cafes in my neighborhood that have only English explanations," he said. While respecting store owners' discretion, consumer science professor Lee Eun-hee at Inha University called for more consideration for the elderly. "Store signs play an important role in the way customers remember and perceive businesses. Foreign-language signage which matches well with a store's atmosphere and food could be an effective tool for catching the attention of passersby," Lee said. "But it is necessary for them to have a considerate attitude to consumers like the elderly and children so that they are not marginalized due to language barriers. This could help them communicate with a wider range of customers, raising brand awareness in the long run."
Via Charles Tiayon
Charles Tiayon's curator insight,
June 3, 2023 11:57 PM
By Choi Jae-hee Published : Jun 4, 2023 - 11:41 Updated : Jun 4, 2023 - 11:45 "In one up-and-coming neighborhood in Seoul, the prevalence of English letters on cafe and restaurant signboards adds to its exotic ambiance, complementing the diverse range of foreign cuisines found there. Approximately 7 out of 10 signboards in this area, known as Yongridan-gil and situated between Samgakji and Sinyongsan subway stations in central Seoul, are exclusively written in foreign languages. English is the most commonly used, followed by Chinese and Japanese. As one strolls through this neighborhood, it is easy to mistake it for a different part of the world, if not for the pedestrians conversing in Korean. Yongridan-gil may be just a trendy hot spot for young people in South Korea, but for those who are concerned, it is another indication of Hangeul’s waning presence in everyday signage within its homeland.
What happened?
These two photos show a street scene in Seoul's Myeong-dong from the late 1980s and now, illustrating a notable shift in outdoor signage from Korean to English. (Lee Sang-sub/ The Korea Herald)
When one compares photos of a street in Seoul’s Myeong-dong from the late '80s to the present day, it becomes clear: the English alphabet has ousted Hangeul from outdoor signage. Comprehensive data on the use of foreign language in outdoor signage is not available. But a 2019 study from the Hangul Cultural Solidarity put the number of signboards written in only foreign languages in 12 of Seoul’s 25 districts at 1,704 that year, accounting for 23.5 percent of the 12-district total. Signboards written in both Korean and foreign languages took up another 15.2 percent. Outdoor signs written only in foreign languages are, in fact, against the law. Under the Management of Outdoor Advertisements Act, shop banners should principally be written using Hangeul. If it is necessary to use foreign characters, the corresponding Korean letters should also be presented on the signboard in brackets. A violation of this rule could result in a fine of up to 5 million won ($3,800), unless the foreign language signage is a registered trademark under the Korean Intellectual Property Office, in which case exceptions may be allowed. This rule, however, is rarely enforced. Back in 2002, a group of local organizations committed to protecting the Korean language mounted a campaign to change that. They filed a damage compensation suit against telecoms firm KT Corp. and KB Kookmin Bank, taking issue with their changing of corporate logos to the current ones using English letters. In 1997, KT’s Korean name, Hankuk Tongshin, was officially dropped from the company logo as it chose to exclusively go by KT, short for Korea Telecom. In 2001, the English letters “KB” replaced KB Kookmin Bank’s Korean name, Kookmin Eunhaeng, in the bank's logo. The Seoul Central District Court acknowledged the illegitimate nature of the two corporate logos in question, but it did not support the complainants' argument for compensation. “Advertisements entirely in the English alphabet violate the act on the management of outdoor advertisements stipulating that foreign language advertising materials should include Korean characters,” the court said in its ruling. In dismissing the plaintiffs' claims for damages, the court stated that the Romanized logos affect public interest rather than individual rights. “Since the violated rights pertain to social benefits rather than individual rights, it is not possible to hold (KT Corp. and KB Kookmin Bank) responsible for compensating individuals for any psychological harm (caused by corporate logos in English),” the court said. The Korean Language Society, one of the groups involved in the 2002 campaign, says that the influence of foreign languages has only increased since losing the campaign. Now, it is not limited to corporate logos, ads and shop signboards but has expanded to the public sector, the group said. “Promoting (something) with foreign language slogans has become a common practice in both private and public spheres. Even state-run corporations or public events are being renamed in English,” a spokesperson at the civic group told The Korea Herald. For example, a large banner displayed outside the Seoul Government Complex to promote the country’s bid to host the 2030 World Expo in Busan was written entirely in English, the representative said. “Korea’s cultural power is stronger than ever, as seen in the global Korean pop and media content boom. It is deplorable that we are belittling our own language while more people around the globe are paying attention to the Korean language,” the spokesperson said. Some experts say existing regulations, even if strictly enforced, would have done little to prevent Seoul from becoming a sea of non-Korean advertisements and signboards. “According to the law, a signboard that covers an area of 5 square meters or less and is installed on a building with four floors above ground or less is not subject to the regulation," said Kim Yang-jin, professor of Korean language and literature at Kyung Hee University. As most restaurants or cafes are located on the fourth floor or below, and the size of their signboards usually does not exceed 5 square meters, many foreign language signboards often fall outside of the regulation and supervision of the local district office, Kim said. The English logos of many firms are usually exempt as they are mostly registered trademarks, he added.
Why ditch Hangeul?
So why did Hangeul lose out on company or shop names, public slogans and ads in the first place? To answer that question, some experts point to the wide acceptance of loanwords and foreign languages by Koreans. A 2020 survey of 5,000 adults nationwide by the National Institute of Korean Language showed that 54.3 percent of the respondents answered yes to the question “Do you use foreign words frequently in daily life?” while 34.6 percent gave a neutral response and the remaining 11 percent said "No." As to why they prefer to use loanwords, 41.2 percent said “to convey the exact meaning,” 22 percent said “to look professional” and 15.7 percent said “foreign languages sound more sophisticated.” As for Romanized store signs in Yongridan-gil, a 20-something resident surnamed Song had only good things to say about them. “The vivid colors of English signboards look good in pictures,” Song said. One owner of a wine bar in the area surnamed Hwang said: “Many restaurants in Seoul offer various kinds of exotic dishes. Not only food but also the restaurants’ interior and exterior design have become exotic when compared with the past. I think many Koreans are interested in something that looks fancy.” “Foreign-language shop signs that break from the typical Korean fonts and colors are a way for some small merchants to promote their shops.” In recent years, many businesses have also gotten creative with their signs. One dessert cafe in Seongsu-dong, eastern Seoul, wrote “misugaru,” an old-school traditional Korean drink made of grain powder and milk, as “MSGR” on their menu, drawing mixed reactions online.
A cafe's menu written in English (Twitter)
In response, one Twitter user wrote, “It is a fun idea to get attention from the customers,” while another tweet read, “Even young people wouldn’t understand its meaning. Can anybody tell me why English is needed to describe traditional Korean food?” The growing number of non-Korean store signs and menu boards also creates difficulties for some older residents who are not familiar with foreign letters. For Jo Hyun-sik, a 64-year-old man living in Seoul, visiting local cafes is sometimes a bit of a challenge. "I was once confused by English words on the menu like ‘double shot’ and ‘seasonal.’ Many cafe franchises explain their menu in both Korean and English, but there are some small cafes in my neighborhood that have only English explanations," he said. While respecting store owners' discretion, consumer science professor Lee Eun-hee at Inha University called for more consideration for the elderly. "Store signs play an important role in the way customers remember and perceive businesses. Foreign-language signage which matches well with a store's atmosphere and food could be an effective tool for catching the attention of passersby," Lee said. "But it is necessary for them to have a considerate attitude to consumers like the elderly and children so that they are not marginalized due to language barriers. This could help them communicate with a wider range of customers, raising brand awareness in the long run."" #metaglossia_mundus
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Half of Latinos who don't speak Spanish well say they've been shamed for it, a Pew survey found. Experts say that raises questions of identity. Via Dual Language Education of New Mexico
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Fluency in multiple languages can increase opportunities and lead to remarkable achievements. As US education secretary Dr. Miguel Cardona shared, “My bilingualism and biculturalism would someday be my superpower.” Recent data from California demonstrates that K–12 students who are fluent in English and another language outperform their monolingual counterparts across all grades and content areas.1 There is a chasm, however, between what we know and what we have incorporated into classroom practices, education policies, and popular opinion about children who are multilingual. Persistent myths, misconceptions, and overt bigotry underlie many of the significant instructional obstacles faced by multilingual learners. One Via Dual Language Education of New Mexico
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Only 10% of people in the U.S. speak a foreign language proficiently. In comparison, in Europe, 65% of people can speak a second language other than their native tongue. Although the difference is drastic, these numbers should not come as a surprise. For many years, American public schools have been completely lacking when it comes to language education. For a country that used to hail itself as a cultural melting pot, the U.S.’ foreign language education programs are greatly impaired. Foreign language education has been shown to be beneficial in enhancing memory, problem-solving and even aptitude in other subjects. In addition, foreign language increases a student’s knowledge of the world, allowing them to be informed about different cultures. It goes without saying, therefore, that American foreign language education needs improvement. Via Dual Language Education of New Mexico
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PROVINCETOWN — When Provincetown International Baccalaureate Schools students enter the classroom of their new Italian instructor, Tiziana Murray, they’re faced with an immediate challenge: a sentence on the board in […] Via Dual Language Education of New Mexico
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Last month, management of Title III—the state grants for improving instruction of English learners, amounting to $890 million (FY2023)—returned to the US Department of Education’s Office of English Language Acquisition (OELA), having been under the remit of the Office of Elementary and Secondary Education (OESE) for the last 15 years. The move will likely increase attention on, and maybe even funding for, multilingual learners.Back in February, education secretary Miguel Cardona notified Congress of his intention to move functions involving the administration of state-administered grants under Title III of the Every Student Succeeds Act (ESSA) from OESE to OELA, where they Via Dual Language Education of New Mexico
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BY JAMI WITHERELL I started sharing lunch outside on the playground with my students when we returned to in-person learning last spring. We had the best conversations. It was an unexpected gift of the pandemic. One day one of my second graders asked me to share some important words. “You know, big ones, like esophagus or large intestine,” he said.
“Hmm,” I wondered loudly, making a point to show I was really thinking. “Like maybe bolus or villi?” I answered, smiling. “Yeah, but like ones we don’t know,” he replied grinning. Practicing Academic Vocabulary and Building Knowledge The reason esophagus and large intestine came up in our lunch conversation was because of a unit in our English language arts curriculum focused on the driving question, “How does food nourish us?” Students began their study of food by building knowledge about digestion. The student who asked me to introduce some big words over lunch is learning multiple languages and was acquiring some seriously scientific language and background knowledge through our texts and writing tasks. These are words that students don’t use daily: esophagus, nutrients, digestive system. By the end of this unit, I wanted every student, including the multilingual students who needed extra support with academic vocabulary, to feel successful in their understanding of the digestive system and in reading complex texts. It’s a challenging task for students who may not already know a lot about the digestive system. And it is even more challenging for students learning English and acquiring the vocabulary to accurately describe what happens in the digestion process, a process they cannot actually see. Education researcher Susan B. Neuman wrote in her article “Comprehension in Disguise: The Role of Knowledge in Children’s Learning“ that comprehension of a text requires that students bring what they already know, or background knowledge, to what they want to learn. As a classroom teacher, I wanted to provide a hands-on experience to my students to help solidify the knowledge they were building in class. Hands-on Learning through a room transformation The solution I came up with was to transform the classroom for a day and allow students to experience the inside of the digestive system to deepen their understanding of how it works. I collaborated with my grade-level team to create four stations that students could visit: the mouth, the esophagus, the stomach, and the small intestine. I loved that it provided all learners an opportunity to apply new and more technical vocabulary (esophagus, digest) with words they already knew (mouth, stomach). At each station, students learned essential vocabulary, such as system, digest, absorb, and saliva. They would need to know these words for conversations at each station and for their writing. Then, students used specialized topic-specific words—like the word bolus at the esophagus station and villi at the stomach—necessary to complete the different tasks and activities at each station. Next, we made models of the key body parts. At the mouth table, students used modeling clay to create food that enters the digestive system. They had a copy of “The Digestive System” by Christine Taylor-Butler and were able to use the text for reference. I encouraged students to refer to the text to explain what happened to the food in the mouth. At the esophagus station, for example, students labeled the parts of the digestive system on a diagram. After students created food in the first station, they delivered their food to the esophagus station. Here students took the food and rolled it into a bolus or a ball that would fit down the esophagus (a cardboard tube). The third station took students to the stomach, where they experimented with a piece of bread and a plastic bag of vinegar to represent how the stomach breaks down food. The students acted as the stomach muscles to break down the bread. Finally, students used a marble run to create a physical representation of the small intestine. They designed the interlocking pieces and then ran a piece of food, represented by a marble, through the system. On the day we transformed the room, I spent my time at the mouth and esophagus stations, helping the modeling clay food travel from one station to the next, engaging in conversations, supporting students with vocabulary when needed, but most important, listening. I discovered students used academic language during deep and meaningful discussions about the workings of each station. As you might imagine, this hands-on learning was a lot of fun for the students. But what did it have to do with English? Rooting it all in literacy For one, my students had to expertly capture the steps of the digestive system’s process—both in speaking and in writing. All students ended the lesson by talking about their experiences at each station and what they would write in their final piece. All students completed the writing, and all learners were able to participate and feel successful in the experience and in their writing. They also had plenty of time to improve their reading skills at each station. And at every step, they added to their base of knowledge. Students were not only more prepared to answer the question “How can food nourish our body?” but also able to explain the steps in a process, which set them up for success later when we studied the way certain foods travel from farms to our dining rooms. Room transformations are a great reminder that students can have fun while building essential knowledge. Adding vocabulary practice ensured that the words and the experiences won’t soon be forgotten and are transferable to their writing. Remember where we started, out at that picnic table? We ended up making “Lunch With Language” a regular thing, and it’s something I hope to bring back this coming school year. Mixing casual conversation with emerging vocabulary is fun for students, and that should be an important goal in its own right for every school coming out of the pandemic. Jami Witherell is a second-grade teacher at Newton School, a public elementary school in Greenfield, MA. She is also a Massachusetts Teacher of the Year 2022 semi-finalist and a seasonal associate with Wit & Wisdom, published by Great Minds. In that role, Witherell provides professional development to teachers using the ELA curriculum. Her room transformation was brought to life with the support of DonorsChoose.org and was named one of the top 5 wackiest requests of the 2020–21 school year by the organization. Via Charles Tiayon
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"Imparting education to children in vernacular languages shall encourage creativity and enable children easy grasp of the subject "… A.P.J. Abdul Kalam
Post by M AHMAD on Tuesday, February 21, 2023 International Mother Language Day
Language plays an important role in keeping our culture alive. Mother’s tongue is defined as the first language a child is exposed to from the time of birth and this language that is first naturally acquired by humans is called mother tongue. It is associated with the language that a child’s parent use to communicate with them, also called the native tongue. Mother tongue is the language that a person has grown up speaking from his/her early childhood. It is a person’s native language. It is therefore the medium of communication that a person is most familiar with. This familiarity can be used for providing education, though this is not what happens. Mother tongue education refers to any form of schooling which uses the language or languages that children are most familiar with, in order to help them learn. This is usually the language that children speak at home with their family. The ‘mother tongue’ does not have to be the language spoken by the mother. Children can and often do speak more than one or even two languages at home. For example, they may speak one language with their mother, another with their father and a third with their grandparents. Other terms used are home language, first language or heritage language. The government of India introduced the National Education Policy. It is the biggest reform in the field of education since the National Education Policy, 1986. The National Education Policy, 2020 tries to bring changes in many areas in education and one of them is the medium of instruction in which education will be provided in primary schools. This policy states that the mother tongue will be the medium of instruction up to class 5 in all schools. A child understands his mother tongue and hence if he/she is instructed in that language itself, his transition to school education is smooth and easy. Even UNESCO has recommended that classes be taught in the community’s mother tongue during the early years of primary school so that students can fully learn to read and write, and during this time they also are introduced to early mathematical concepts and other academic subjects. Advantages of mother tongue in education are numerous. Mother tongue makes it easier for children to pick up and learn other languages. It develops a child’s personal, social and cultural identity. Using mother tongue helps a child develop their critical thinking and literacy skills. Children learning in mother tongue enjoy school more and learn faster due to feeling comfortable in their environment. Self-esteem is higher for children learning in mother tongue. Parent child interaction increases as the parent can assist with homework. Research shows that education in the mother tongue is a key factor for inclusion and quality learning, and it also improves learning outcomes and academic performance. This is crucial, especially in primary school to avoid knowledge gaps and increase the speed of learning and comprehension. And most importantly, multilingual education based on the mother tongue empowers all learners to fully take part in society. It fosters mutual understanding and respect for one another and helps preserve the wealth of cultural and traditional heritage that is embedded in every language around the world. Learning the mother tongue is very important for overall child’s development and being fluent in the mother tongue is another factor for education. The first language that a child learns right from birth plays a crucial role in education for a wide array of reasons and it builds up a child’s social, personal, and cultural identity. Many child physiologists are indicate that having a strong mother tongue foundation for any child leads to a much better understanding of their education as well as a more positive attitude towards their socialization. Mother tongue provides children strong education base and that makes it easier for the child to learn other languages later as well. So children must maintain their first language when they begin schooling because, at the time when children develop their mother tongue, simultaneous development of a host of other essential skills such as critical thinking and literacy skills takes place in them.
Mother tongue is vital in framing the thinking and emotions of people; therefore it causes the comprehensive development of a child. Learning in ones’ own language will help the student express himself/herself better. This will thus make school learning a two ways communication between teacher and students. Understanding the subject matter would boost the confidence of the student and propel him/her to continue with his/her schooling thus lowering the drop-out rate. Educating children in their mother tongue will also build a strong home-school partnership in their learning. Parents will be able to participate in their child’s education and make the experience of learning for the students more wholesome. It will also benefit the primary school teachers as many of them find it difficult to express themselves in English and hence are not able to transfer as much knowledge as they would like to, thus creating a knowledge deficit. Providing primary education in mother tongue will also decentralize the task of textbook making which has been long recommended by Dr Yashpal Sharma. This will bring the content in textbooks closer to children and make them understand the syllabus better. Thus targeting mechanical learning. Education in mother tongue will help the students in getting a better sense of their cultural background and therefore helps him/her progress in life his/her roots intact. The importance of mother tongue is very important for child education and many experts argue that foreign language education is not always the best. If the child is taught in a language that the child doesn’t understand, then comprehension doesn’t occur and results in rote memorization. Therefore, it is a healthy approach to learning for the child to teach second languages with first languages. This can improve learning, increase student participation and reduce the number of dropouts. Furthermore, children with a strong mother tongue found it easier to pick up a second language and develop their literacy skills. The research covers many links between a child’s development and their mother tongue and they found that children, who learn two or even more languages, have a deeper understanding of cultural identity is also easily adapted. Language and mother tongue play a huge role in the development of child’s personal, social and cultural identity and child who has a strong mother tongue foundation equips well to learning additional languages, as well deeper understanding of themselves and their place within society, along with an increased sense of wellbeing and this advantage cannot be overstated. The use of mother tongue in the early education of child helps in facilitating learning, it serves as motivation as the child moves from the known, which is the mother tongue to the unknown which is the second language or target language. Providing primary education in the mother tongue as now mandated in the National Education Policy, 2020, is the step in the right direction and if implemented in true spirit will enhance the learning capabilities of the students and making education a wholesome experience while in the way also resolving the issue of school drop-outs. However, there is still a long way to go before guaranteeing all learners their right to education in their mother language. In most countries, the majority of students are taught in a language other than their mother tongue, which compromises their ability to learn effectively. It is estimated that 40 % of the world’s population does not have access to an education in a language they speak or understand. There are about 7,000 languages spoken around the world today. But linguistic diversity is increasingly threatened as more and more languages disappear at an alarming rate and when a language disappears, it takes with it an entire cultural and intellectual heritage.
(M Ahmad is a regular writer for this newspaper and can be reached at: specialachivers78@gmail.com) Via Charles Tiayon
Charles Tiayon's curator insight,
February 20, 2023 9:30 PM
"...Mother tongue is vital in framing the thinking and emotions of people; therefore it causes the comprehensive development of a child. Learning in ones’ own language will help the student express himself/herself better. This will thus make school learning a two ways communication between teacher and students. Understanding the subject matter would boost the confidence of the student and propel him/her to continue with his/her schooling thus lowering the drop-out rate. Educating children in their mother tongue will also build a strong home-school partnership in their learning. Parents will be able to participate in their child’s education and make the experience of learning for the students more wholesome. It will also benefit the primary school teachers as many of them find it difficult to express themselves in English and hence are not able to transfer as much knowledge as they would like to, thus creating a knowledge deficit. Providing primary education in mother tongue will also decentralize the task of textbook making which has been long recommended by Dr Yashpal Sharma. This will bring the content in textbooks closer to children and make them understand the syllabus better. Thus targeting mechanical learning. Education in mother tongue will help the students in getting a better sense of their cultural background and therefore helps him/her progress in life his/her roots intact. The importance of mother tongue is very important for child education and many experts argue that foreign language education is not always the best. If the child is taught in a language that the child doesn’t understand, then comprehension doesn’t occur and results in rote memorization. Therefore, it is a healthy approach to learning for the child to teach second languages with first languages. This can improve learning, increase student participation and reduce the number of dropouts. Furthermore, children with a strong mother tongue found it easier to pick up a second language and develop their literacy skills. The research covers many links between a child’s development and their mother tongue and they found that children, who learn two or even more languages, have a deeper understanding of cultural identity is also easily adapted. Language and mother tongue play a huge role in the development of child’s personal, social and cultural identity and child who has a strong mother tongue foundation equips well to learning additional languages, as well deeper understanding of themselves and their place within society, along with an increased sense of wellbeing and this advantage cannot be overstated. The use of mother tongue in the early education of child helps in facilitating learning, it serves as motivation as the child moves from the known, which is the mother tongue to the unknown which is the second language or target language. Providing primary education in the mother tongue as now mandated in the National Education Policy, 2020, is the step in the right direction and if implemented in true spirit will enhance the learning capabilities of the students and making education a wholesome experience while in the way also resolving the issue of school drop-outs. However, there is still a long way to go before guaranteeing all learners their right to education in their mother language. In most countries, the majority of students are taught in a language other than their mother tongue, which compromises their ability to learn effectively. It is estimated that 40 % of the world’s population does not have access to an education in a language they speak or understand. There are about 7,000 languages spoken around the world today. But linguistic diversity is increasingly threatened as more and more languages disappear at an alarming rate and when a language disappears, it takes with it an entire cultural and intellectual heritage." #metaglossia mundus
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Autorías: Sidney Martin, Ibis Marlene Álvarez Valdivia, Anna Espasa. Localización: International Journal of Educational Technology in Higher Education. Nº. 19, 2022. Artículo de Revista en Dialnet.
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Opposition leader Alberto Núñez Feijóo, whom polls suggest could be Spain's next prime minister, admitted Thursday he didn't speak English but brushed it off saying there were always "translators". Opposition leader Alberto Núñez Feijóo, whom polls suggest could be Spain's next prime minister, admitted Thursday he didn't speak English but brushed it off saying there were always "translators". "My problem is English... I have to start studying it," he told Telecinco television in his first interview since his right-wing Popular Party (PP) scored a major victory in Sunday's local and regional elections. "I already had an English teacher set up to start learning on Monday, but now it turns out I've been called to a general election. Well, no problem," Feijóo said. "International summits normally have translators and what's most important is that I know what I want to say." READ ALSO - PROFILE: Who is Alberto Núñez Feijóo and could he be Spain's next PM? On Monday May 29th, Prime Minister Pedro Sánchez - whose ruling Socialists suffered a drubbing in Sunday's polls - caught the country off guard by calling snap elections on July 23rd. Spain takes over the rotating presidency of the European Union on July 1st. During the regional election campaign, Feijóo went viral after he was caught on camera mispronouncing US rock legend Bruce Springsteen's name, calling him "Bruce Sprinter" during a party rally. READ ALSO: Who won where in Spain's regional elections? Spain has had a long history of prime ministers who do not speak English. One was the former PP prime minister Mariano Rajoy who, when asked a question in English by the BBC at a press conference in 2017, dismissed it with a wave. "Hombre, no," he retorted, or "Oh man, no", despite years of private English classes dating back to 2009 when he was opposition leader. Sánchez is Spain's first prime minister to be fluent in English. Via Charles Tiayon
Charles Tiayon's curator insight,
June 3, 2023 12:39 AM
Opposition leader Alberto Núñez Feijóo, whom polls suggest could be Spain's next prime minister, admitted Thursday he didn't speak English but brushed it off saying there were always "translators". "My problem is English... I have to start studying it," he told Telecinco television in his first interview since his right-wing Popular Party (PP) scored a major victory in Sunday's local and regional elections. "I already had an English teacher set up to start learning on Monday, but now it turns out I've been called to a general election. Well, no problem," Feijóo said. "International summits normally have translators and what's most important is that I know what I want to say." On Monday May 29th, Prime Minister Pedro Sánchez - whose ruling Socialists suffered a drubbing in Sunday's polls - caught the country off guard by calling snap elections on July 23rd. Spain takes over the rotating presidency of the European Union on July 1st. During the regional election campaign, Feijóo went viral after he was caught on camera mispronouncing US rock legend Bruce Springsteen's name, calling him "Bruce Sprinter" during a party rally.
Spain has had a long history of prime ministers who do not speak English. One was the former PP prime minister Mariano Rajoy who, when asked a question in English by the BBC at a press conference in 2017, dismissed it with a wave. "Hombre, no," he retorted, or "Oh man, no", despite years of private English classes dating back to 2009 when he was opposition leader. Sánchez is Spain's first prime minister to be fluent in English." #metaglossia_mundus |
