Strategies that Lead to Transference 2:50 Welcome Lynne Koenig Woodburn School District Woodburn, Oregon

Woodburn School District Strategies That Lead to Transference Woodburn School District 4 Elementary, 2 Middle, 5 High schools Washington Elementary School Pop. 587 Free &Red 82% ELL 76% Let me tell you a bit about myself and my school district so you know a bit more about my background before we get started. Myself 10 years classroom 5,4,1,2 5 years instructional coach GLAD, SysELD, Reading/ESOL endorsed Woodburn School District 4 elementary, 2 middle, 5 high schools- 90/10 and 50/50 partnership and self contained. Dual lang throughout highschool Student population ELL’s Free and reduced lunch/Title I Washington

Strategies That Lead to Transference Who’s Here? Teachers Administrators New to dual 50/50 or 90/10 Self Contained Partnership Bilingual I will share several strategies that will help your students navigate between languages in dual language programs. Whether you teach in a 90/10, 50/50, partnership or self‐contained classroom, these strategies are essential to your students' language growth both academically and conversationally.

Strategies That Lead to Transference Language Transfer and Discrete Language Skills Surface features of L1 Surface features of L2 Knowledge/concepts unique to L1 Knowledge/concepts unique to L2 3:00 I want to keep this presentation as practical as possible, but I have to add A little bit of research/theory to back it up! The Research: Jim Cummins interdependence theory or Dual iceberg. Many if not all of us have seen this graphic. It represents what the common underlying proficiencies of language are. CUP If you understand the concepts in math – addition- subtraction- the relationship between fractions/decimals/percents, or you have learned the basics of reading: letters make sounds, sounds/letters make words, words carry meaning, or more complex, that author’s have a purpose and sometimes characters learn lessons, you have only to learn this once. These concepts carry over to a second or subsequent languages. These concepts are transferable. However, there are non transferable aspects of language. Some examples would be visual, such as letter based- different sounds for same visual letter. Or Syntax within the language. Interdependence Model Linguistic (Adapted from Cummins, J. 1987)

For Transference To Occur… Strategies That Lead to Transference For Transference To Occur… Everything is about language Know your students  Must be explicitly modeled. 3:05 My beliefs- everything is about language. Every part of your day IS about language. Every subject, every minute. Language must be your focus. Balance between the teachable moment and planned instruction comes from thinking ahead to the language hurtles for each lesson as well as the bridges that can be made. Purposeful instruction is key. Making a direct correlation between what’s happening in ESOL and Content can also be a bridge. Know your students! It may be easier said than done in some places. But you MUST know about the languages your students are bringing with them. What are the bridges between their L1 and L2? You can only be purposeful Transfer must be explicitly modeled. Some students do make transfer between languages quite easily, most do not. Knowing students first language and how it relates to the target language is not only beneficial but essential to your students success. We are going to spend more time learning about this today.  

Strategies That Lead to Transference Así se dice-Literacy Squared Interactive Cognate Word Wall Probable Passage- Kylene Beers Interactive writing-Literacy Squared Other favorites!

Strategies That Lead to Transference Así se dice Literacy Squared-Kathy Escamilla Purpose: Explicit translation practice helps language learners navigate between languages and experience the subtleties of language as well as get the “gist” of meaning. Language is not directly transferable. This activity also gives power to both languages as each child gets to be the “expert”. Can be used as early as late kinder with appropriate scaffolding (whole class, based on theme). Moves to partner work with students as “experts” as early as second grade. Can use curricular theme or selected poetry. 3:10 Language is not directly transferable. Share sit down Share Kate/Fidel translation

Strategies That Lead to Transference Así se dice Whole class- Choose topic- Example: Halloween vocabulary from books read. Teacher records words/phrases on chart in target language (L1 or L2) Teacher leads discussion of how you would “say it” in the opposite language. This should include partner talk thinking around the best way to say it. Teacher support is essential here as they can draw out other ideas or ways the students could say it and explicit teaching of getting the gist. Teacher again records words/phrases that reflect the ideas from the original language.

Strategies That Lead to Transference Así se dice Partners- Choose poem, shared/creative writing etc. Partners take a phrase/sentence at a time and discuss how they could say it. Students record directly on same page Teacher support to draw out other ideas or ways the students could say it and explicit teaching of getting the gist. Share with other partners.

Strategies That Lead to Transference

Strategies That Lead to Transference Share Cathi and Annika’s

Strategies That Lead to Transference Let’s Try It!

Interactive Cognate Word Wall Strategies That Lead to Transference Interactive Cognate Word Wall Purpose: Students don’t automatically use cognates to help them communicate in L2. Explicitly teaching students that cognates exist adds to the tools they have available to them to grow in their ability to communicate. Always about language So many cognates in Latin based languages Math/Science, visually, phonologically false Student run/centered/owned Accessible 3:25 Students don’t know they exist- become aware of them and begin to do their own exploration/study.

Strategies That Lead to Transference This is a GREAT time to talk about false cognates embarrassed and embarasador Changes in visual cues/spelling differences such as observation and observacion. Those that look exactly the same doctor and doctor. And math /science insect/insecto…. Rectangle/rectangulo

Strategies That Lead to Transference

Probable Passage adapted from Kylene Beers Strategies That Lead to Transference Probable Passage adapted from Kylene Beers Purpose: This is a prereading strategy that previews key language for students. It sets students up for success in reading in L2 and builds language and vocabulary through student dialogue in groups. How it works: Can be used as early as reading level I Teacher chooses 12-16 key words from the story based on characters, setting, problem(s) and solution. Students work in teams to discuss which category the words belong in. Students do not need to agree! Students write their prediction or gist of how they think the story will go. They read the story, class discussion or partner discussion should follow to debrief the realign thinking and record what they know now. 3:35

Strategies That Lead to Transference Let’s Try It! Probable Passage Word Selection arroyos riverbed Reba Jo well horned toad ranch house Flash 3 small favors kiss caballero Padre prairie hitched prince

Interactive Writing Literacy Squared Strategies That Lead to Transference Interactive Writing Literacy Squared Purpose: Students build bridges between languages by reading in one language and writing about a familiar or known story or text in their other language. This writing activity is based on a known story that is generally read in L1. How it works: Day one: Picture book read aloud in L1 Day Two: Post pictures from the story- class discussion of most important words from that page- sticky note the pages-students record in story booklets Day Three- students use words from previous day to create sentences. Day Four- students use phrases to begin final written retell in final booklet. 3:50

Day 2- Labeling The Most Important Words Strategies That Lead to Transference Day 2- Labeling The Most Important Words

Day 3- Taking Words To Sentences Strategies That Lead to Transference Day 3- Taking Words To Sentences

Day 4- Final Written Retell Strategies That Lead to Transference Day 4- Final Written Retell

Other Strategies That Lead To Transfer Strategies That Lead to Transference Other Strategies That Lead To Transfer Language Rich Environment Chants Word study- Cognitive Content Dictionary- G.L.A.D. Input charts Shared reading Newsbook 4:05 Chants, help students gain the rhythm and cadence of language. Practicing the sound with others who are language models creates a safe environment. Shared reading also gives this extra scaffold. News book and shared reading allow for vocabulary instruction as well as oral language practice.

Cognitive Content Dictionary Strategies That Lead to Transference Cognitive Content Dictionary

Language Rich Environment Strategies That Lead to Transference Language Rich Environment Including: Chants Input charts

Strategies That Lead to Transference Take Aways……. 4:15