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By: Mira & Beb
2nd Event:
In this short video, we will observe kindergarteners engaged in an inquiry-based science lesson about pushes and pulls. This is a Transitional Bilingual Program. In Kindergarten the students receive their instruction in Spanish only. The proficiencies are beginning.
1st Event:
We will read a conversation between two boys about their experience at the Shedd quarium. As well, in the writing sample, we will observe kindergarteners informally writing about what they saw on their field trip to the aquarium. This is a Kindergarten Transitional Bilingual Program. The students receive their instruction in Spanish only. The proficiencies are beginning.
Jesús: “Yo hice un big shark, el shark se está comiendo los otros pescados y hay sangre”.
Adrian: “No, no! Los fishes están comiendo con el shark. No viste el guy con el bucket? “En su bucket tiene la comida del shark y de los fishes”.
Jesús: “Si, pero la sangre es de los fishes que se comió”.
Adrian: “Maestra, Jesús dice que el shark se comió los pescados”.
Looking at the teacher to validate his statement.
Teacher: “Cuando estaban mirando el acuario, qué vieron?
Adrian: “Habían muchos pescados, había una tortuga grande y un señor con un bucket”.
Jesús: “ Yo vi muchos sharks grandes y chiquitos. Estaban comiendo y había mucho blood en el water”.
Teacher: “Vieron al tiburón comer algún pez?”
Adrian: “Yo no! Sólo vi al shark comer la comida que tenía el guy en su bucket”.
Teacher: “De dónde piensas que salió la sangre que vio Jesús?
Adrian: “Del bucket, de la comida”
Jesús: “Yo vi blood en el water, no en su bucket”
Teacher: “Adrian dice que él vió la comida en la cubeta y él piensa que la sangre viene de la comida. Jesús tu dices que sólo viste la sangre en el agua. Vieron algún pez herido? "
Jesús: "No!"
Teacher: Yo pienso como Adrian, que la sangre viene de la comida en la cubeta.
Adrian: “Viste! Lo que yo te decía Jesús”
Teacher: Vamos, a ver su idea. Wow! ¿Quien me puede explicar lo que hicieron aquí? Haber Josephine dime?
Student 1: umm so, pusimos el huevo aquí con algodón y estábamos poniendo algodón y abajo aquí la esponja y estábamos poniendo paper towels and..
Teacher:”Muy bien, y es para proteger el huevo verdad”
Student 2: “Si, me gusta como este..”
Student 1: “Oh cómo es el plan verdad, permíteme un segundito. Juan cuál es tu idea para con esta parte? ¿este va hacer el paracaídas? Y en donde lo van a poner hay?
Student 2: Cómo aquí.
Teacher: Buena idea, excelente. ¿Y eso estaba en sus planes o no más fue una idea que empezaron a pensar?
Student 2: “Si, todo el plan lo estamos empezando”
In this event the students use translanguaging to include and to show knowledge. One of the boys is trying to explain to his friend how the blood in the aquarium comes from the food and not the other fish. Adrian is mixing Spanish and English to include his friend Jesús in the conversation, as Jesús uses English and Spanish words to express his ideas. Adrian responds using a mix of Spanish and English words. Adrian is also explaining to Jesús how the food in the bucket is causing the blood to show in the water. In this manner Adrian uses English words mix with Spanish words to show knowledge of the experience. He also explains in several opportunities how the blood came to the water. In addition, this code switching is used to express identity; these two boys share a friendship and show affection by always acknowledging and including each other in informal social group activites.
In the video, we noticed that the student was giving her explanation to the teacher in Spanish. However, as she was explaining what she was making it was apparent that she forgot how to say a few words. Thus, the student felt most comfortable substituting (code-switching) the word in English to say "paper towels." One of the things that I also found interesting was the intenrional grouping of the students (Josephine and Juan).
Teaching recommendations:
•Teacher can use a variety of mutimodal tools in the classroom.
•Being intentional when planning the use of two languages inside the same lesson (input & output).
•Using multilingual charts for the students to reference
•TPR
• Collaborative group work
•Using Cognate charts
•Asking students to translate vocabulary words.
•Being a cultural responsive teacher by learning about your students funds of knowledge.
Learning:
•We get a deeper understanding of what students knows from a subject matter.
processed in two languages
• It helps students develop their oral communication and literacy language.
•It foster a community of learners.
•Foster the use of both languages so that students can communicate their content knowledge and ideas.
Mackinney, E (2019). Translanguaging. Retrieved from https://blackboard.roosevelt.edu/bbcswebdav/pid-2054175-dt-content-rid-5378254_1/courses/31071.201930/Translanguaging%281%29.pdf