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The time when students are taught to examine the similarities and differences between English and Spanish using contrastive analysis.

After the Bridge, the teacher plans and implements extension activities in the other language.

What is the Bridge?

based on Teaching for Biliteracy: Strengthening Bridges between Languages

by Karen Beeman and Cheryl Urow

Unit Planning for the Strategic Use of Two Languages

  • integrates language arts and content-area instruction
  • begins with a concrete activity
  • moves from the concrete to the abstract
  • progresses into teaching reading and writing
  • makes cross linguistic connections through the Bridge
  • includes an extension activity in the other language in which the students can use the language modeled during the Bridge.

Teachers must plan to use and model academic language and deliver the entire lesson in the language selected.

Language mixing on the part of the teacher is not appropriate.

They must become aware of the regional terms their students might use and respond to regional and informal language with comprehension and respect.

They can view the student use of words like "lonche" or "troca" as opportunities to discuss differences between language used in the home or playground and academic (school) language.

Students may use both languages throughout the day when they are learning in either language.

Teaching for Biliteracy

Before the Bridge

  • developing oracy and background knowledge
  • reading comprehension
  • writing
  • word study
  • summative assessment
  • in one language

Before the Bridge

"Heavy lifting" before the bridge. The teacher develops background knowledge, reading comprehension, writing skills and vocabulary in one language.

Information Gathering

On the Road to the Bridge

  • Who are your students?
  • What are their linguistic, cultural, and academic backgrounds?
  • Reflect on your own background.
  • Decide on the language you will use for instruction.

The language used for instruction of a unit is determined by the program's language allocation plan. The language allocation plan determines how much time is spent in the two languages. The content allocation plan identifies in which language each content area is taught in each grade.

Planning the Strategic Use of 2 Languages

Teaching for Biliteracy starts with the Language Allocation Plan.

An effective unit framework for biliteracy:

  • is based on school's language allocation policy
  • provides a structure for planning for the strategic use of both languages
  • includes activities and strategies that reflect the distinct linguistic and cultural rules of two languages
  • includes strategies for transferring skills and understanding between languages
  • integrates instruction in literacy skills with meaningful content
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