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THE SPANISH PEDAGOGICAL DISCOURSE OF BILINGUAL STUDENT/TEACHERS First International Conference on Heritage/Community Language Education February 19-21,

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Presentation on theme: "THE SPANISH PEDAGOGICAL DISCOURSE OF BILINGUAL STUDENT/TEACHERS First International Conference on Heritage/Community Language Education February 19-21,"— Presentation transcript:

1 THE SPANISH PEDAGOGICAL DISCOURSE OF BILINGUAL STUDENT/TEACHERS First International Conference on Heritage/Community Language Education February 19-21, 2010 Laura Dubcovsky University of California, Davis School of Education

2 First International Conference on Heritage/Community Language Education February 19-21, 2010 WRITING Teachers perspective Writing instruction/teaching Feedback Foreign Language classroom Second Language classroom Students perspective Writing Process Oral to writing Reading to writing Academic Literacy Different contexts Laura Dubcovsky University of California, Davis School of Education Mainstream Language classroom Heritage Language classroom

3 First International Conference on Heritage/Community Language Education February 19-21, 2010 BILINGUAL TEACHERS WRITING SPANISH Few courses in Spanish for teachers Second language acquisition, diversity, multiculturalism, etc. Strategies for English Learners. Topics in English. To develop high level of Spanish Proficiency (colloquial and academic registers) Teachers language awareness Laura Dubcovsky University of California, Davis School of Education

4 Laura Dubcovsky University of California, Davis School of Education First International Conference on Heritage/Community Language Education February 19-21, 2010 RESEARCH QUESTION Which linguistic features characterize the pedagogical discourse written in Spanish by undergraduate students and student/teachers pursuing a bilingual teaching credential?

5 Laura Dubcovsky University of California, Davis School of Education First International Conference on Heritage/Community Language Education February 19-21, 2010 Classes conducted in Spanish Instruction based on hands-on activities Student-centered activities Authentic reading (articles) Purposeful writing (journal) SETTING

6 Laura Dubcovsky University of California, Davis School of Education First International Conference on Heritage/Community Language Education February 19-21, 2010 PARTICIPANTS (N=15) 7 undergraduate students 8 BCLAD students 12 females/ 3 males 4 born in Spanish speaking countries 14 heritage speakers Strong writers (5 BCLAD/ 4 Undergrad) Weak writers ( 3 BCLAD/ 3 undergrad)

7 Language in context (situated) Meaningful Users of language Social Constructivism Writing activity within the profession Systemic Functional Linguistics Interpersonal, Experiential and Modal dimensions METHOD OF ANALYSIS First International Conference on Heritage/Community Language Education February 19-21, 2010 DATA COLLECTION 135 JOURNALS 30 COMMENTS Laura Dubcovsky University of California, Davis School of Education

8 INTERPERSONAL DIMENSION Laura Dubcovsky University of California, Davis School of Education Which type of distance did writers establish with their interlocutor? Did writers present an outside or an inside perspective of the teaching role? First International Conference on Heritage/Community Language Education February 19-21, 2010

9 INTERPERSONAL DIMENSION: SHORT DISTANCE Laura Dubcovsky University of California, Davis School of Education First International Conference on Heritage/Community Language Education February 19-21, 2010 To give explicit instructions: lo trozas en tiras… del color que más te guste…pones a calentar agua y le agregas harina y lo revuelves hasta que te quede una consistencia algo espesa … (… you break it in stripes … of the color you like the most… (you) heat water and add flour and stir until you get some stick consistency…) To explain procedures Por ejemplo, cuando estás dividiendo el dividendo es el número que estás dividiendo … (For example, when you are dividing, the dividend is the number that you are dividing… )

10 INTERPERSONAL DIMENSION: SHORT DISTANCE First International Conference on Heritage/Community Language Education February 19-21, 2010 Laura Dubcovsky University of California, Davis School of Education To generalize the participant/s La alternancia de códigos es cuando cambias de lengua/registro… (Code alternation is when you change language/register…) To narrow the addressee to educational agents Por ejemplo, al hacer un libro tú misma/o puedes modificarlo específicamente para tus estudiantes… (For example, when making a book you can modify it, especially for your students…).

11 INTERPERSONAL DIMENSION TEACHING POSITION Laura Dubcovsky University of California, Davis School of Education Continuum from outside: he/she/they (teacher(s); student(s); the classroom). The other First International Conference on Heritage/Community Language Education February 19-21, 2010 To inside perspective: I/We (as teachers), (my/our future students), impersonal forms (one as a teacher) Inclusive Undergrad and BCLAD students were closing the gap between outsiders/insiders.

12 EXPERIENTIAL DIMENSION Laura Dubcovsky University of California, Davis School of Education Did writers incorporate technical words and expressions from the educational field ? Did writers reflect on their own Spanish development? First International Conference on Heritage/Community Language Education February 19-21, 2010

13 Laura Dubcovsky University of California, Davis School of Education First International Conference on Heritage/Community Language Education February 19-21, 2010 EXPERIENTIAL DIMENSION PEDAGOGICAL TERMS Content-based specific: balanza (scale), pentagrama, común denominador (common denominator) Educational vocabulary: Alfabetización (literacy), investigaciones escolares (scholastic investigations), facilitar el aprendizaje (to facilitate the learning). Technical vocabulary: Andamiaje (scaffolding), zona de desarrollo próximo (Zone of proximal development). Acronyms: BICS, CALP, EFL, ELD.

14 Laura Dubcovsky University of California, Davis School of Education First International Conference on Heritage/Community Language Education February 19-21, 2010 EXPERIENTIAL DIMENSION PEDAGOGICAL TERMS La característica de integración de lengua y aéreas de contenido enfoca la teoría que dice si les integras vocabulario a los estudiantes a corta edad sobre un tema… esos estudiantes van a entender la materia mejor... En la lectura sobre el aprendizaje los estudiantes aprendieron sobre la materia de ciencias… (The characteristic of language and content areas integration focuses on the theory that says that if you integrate vocabulary about a topic to the students at early age … these students are going to better understand the subject matter…In the reading about learning, students learned about science subject…).

15 Laura Dubcovsky University of California, Davis School of Education Structure: comparison and contrast between L1 and L2. Vocabulary: specialized, technical terms. Register: colloquial/formal Spanish, Academic language. Sociolinguistic notions: norm, dialects and variants. First International Conference on Heritage/Community Language Education February 19-21, 2010 EXPERIENTIAL DIMENSION SPANISH LANGUAGE AWARENESS

16 Laura Dubcovsky University of California, Davis School of Education … En el pasado, mi vocabulario sobre materias siempre ha sido un vocabulario de la calle por decir. Lo importante sobre el español formal es que *en un lugar como la escuela tiene que desarrollar al estudiante en forma escolar. (…In the past my vocabulary about subject matters have always been, say a street vocabulary. The important (thing) about formal Spanish is that *in a place like school, it has to develop the student in a scholar way). First International Conference on Heritage/Community Language Education February 19-21, 2010 EXPERIENTIAL DIMENSION SPANISH LANGUAGE AWARENESS Yo no sabía la palabra esfumar. Yo sé cómo hacerlo cuando estoy usando los pasteles al óleo, pero no sabía la palabra en español. (I did not know the word shade painting. I know how to do it when I am using oleo pastels, but I did not know the word in Spanish).

17 Laura Dubcovsky University of California, Davis School of Education How did writers present the reading material? Did they elaborate ideas from the text? Did writers present an outside or an inside perspective of the reading material? First International Conference on Heritage/Community Language Education February 19-21, 2010 MODAL DIMENSION

18 Laura Dubcovsky University of California, Davis School of Education From… Projecting clauses: … el artículo dice que (the article says that) … la teoría explica que (the theory explains…)…. El autor menciona que… (The author mentions that). Quotes and citations, verbatim. To… Abstract expressions and nominal clauses El artículo discutió el uso del arte con literatura (The article discussed the use of art with literature…) First International Conference on Heritage/Community Language Education February 19-21, 2010 MODAL DIMENSION PRESENTATION OF TEXTS IDEAS

19 MODAL DIMENSION INSIDE/OUTSIDE PERSPECTIVE Laura Dubcovsky University of California, Davis School of Education Continuum from detached and external perspectives to integrated use of the reading material/theory to the practical teaching experience. Negotiating meaning with the author. It includes: Expressing opinion, (dis) agreements, (dis) satisfaction: me parece bien (I think it is right), no me gustó cuando… (I did not like when…), etc. Use of modal verbs (should/must), etc. Objective impersonal constructions, es necesario (it is necessary ), es evidente (it is evident), etc. Subjective impersonal expressions, es obvio (It is obvious), está claro ( it is clear), etc. Dos and donts : teachers value system. First International Conference on Heritage/Community Language Education February 19-21, 2010

20 MODAL DIMENSION INSIDE/OUTSIDE PERSPECTIVE Laura Dubcovsky University of California, Davis School of Education Para mí el artículo de Hudelson et al. … nosotros, como maestras/os podamos tener las conversaciones… Yo, como maestra, reconozco la importancia del arte … en mi salón… Finalmente, yo creo que …necesitamos plantear problemas que van a desafiar a nuestros estudiantes… Los artículos han demostrado cómo el arte puede ser un gran beneficio para la educación de nuestros estudiantes… (To me the article by Hudelson et al. … we as teachers can keep our conversations…. As a teacher I recognize the importance of art … in my classroom… Finally, I believe that… we need to state problems that are going to challenge our students… Articles have showed how art can be very beneficial to our students education …) First International Conference on Heritage/Community Language Education February 19-21, 2010

21 RESULTS 1 Laura Dubcovsky University of California, Davis School of Education The participants of this study showed a general progress in their writing skills in Spanish, based on increasing exposure and practice. Their texts grew in length, expansion, and elaboration. First International Conference on Heritage/Community Language Education February 19-21, 2010

22 RESULTS 2 Laura Dubcovsky University of California, Davis School of Education In-depth analysis showed two main areas of growth: 1) Development of a teaching Position. 2) Development of Spanish for pedagogical purposes. First International Conference on Heritage/Community Language Education February 19-21, 2010

23 CONCLUSION/SUMMARY Laura Dubcovsky University of California, Davis School of Education First International Conference on Heritage/Community Language Education February 19-21, 2010 Creation of a pedagogical discourse based on: 1) Close distance and assumption of a teaching position (Interpersonal dimension). 2) Technical vocabulary from the educational field and reflection upon ones language development (Experiential dimension). 3) Blend of authoritative voices (theory) and teaching experience (Modal dimension).

24 DISCUSSION First International Conference on Heritage/Community Language Education February 19-21, 2010 Perspective as professionals in education Teachers discourse in Spanish includes colloquial and academic registers. Most successful writers combined sayings, comparisons and examples from everyday language, with technical terms, nominalizations and abstract expressions from academic language. To support their position as bilingual teachers, they express a set of values by means of modal verbs (should/must) expressing the dos and don'ts. Laura Dubcovsky University of California, Davis School of Education

25 PEDAGOGICAL DISCOURSE First International Conference on Heritage/Community Language Education February 19-21, 2010 Laura Dubcovsky University of California, Davis School of Education Como maestros nosotros tenemos la obligación de hacer nuestro salón y la escuela un lugar donde todos los padres se sientan incluidos y dispuestos a hacer preguntas y participar... Como maestros podemos realmente conectar con los padres y tenerlos de nuestro lado para formar una alianza en la educación de su hijo/a. (As teachers we have the obligation of making our class and school a place where all parents feel included and able to make questions and participate... As teachers we can really connect with parents and have them at our side to make an alliance in their son/daughters education).


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