1. Language Diversity and Education Ofelia García Teachers College, Columbia U. ogarcia@tc.columbia.edu

2. Framing 1. Reflection - What is diversity? 2. Some numbers 3. Reflection - An image and two quotes 4. Some understandings about language diversity 5. Reflection – Teaching with tongues & heart 6. Sharing & description by Ofelia and reflection by the group 7. Some understandings about teaching for language diversity

3. Are US students monolingual?

4. Are NY State students monolingual ?

5. Are Rockland students monolingual?

6. Rockland languages Lang Percnt

7. Rockland –Pl Birth of foreign born

8. Sending countries - Rockland

9. Rockland: Nativity & Language: +5

10. ROCKLAND: Lang Use & Eng ability 5+

11. From LangDiv as a problem to LangDiv as a resource The importance of home language

12. From Bicycle to ATV Not 1-1= 1(Subtractive) Not 1-1= 1(Subtractive) Not 1+1 = 2 (Additive) Not 1+1 = 2 (Additive) Not balanced but adapting Not balanced but adapting

13. Plurilingualism

14. Plurilingualism The intrinsic capacity of all speakers to use and learn, alone or through teaching, more than one language. The ability to use several languages to varying degrees and for distinct purposes…The goal of teaching is to develop this competence The intrinsic capacity of all speakers to use and learn, alone or through teaching, more than one language. The ability to use several languages to varying degrees and for distinct purposes…The goal of teaching is to develop this competence - An educational value that is the basis of linguistic tolerance. To give equal value to each of the varieties used even if they do not have the same functions. This awareness should be assisted and structured by schools since it is no sense automatic. - An educational value that is the basis of linguistic tolerance. To give equal value to each of the varieties used even if they do not have the same functions. This awareness should be assisted and structured by schools since it is no sense automatic.

15. Language considerations for Rockland Languages and dialect Languages and dialect Weinreich: “A language is a dialect with an army and a navy” Weinreich: “A language is a dialect with an army and a navy” Varieties of English Varieties of English Varieties of US Spanish vs. Global Spanish Varieties of US Spanish vs. Global Spanish French Creole French Creole The uniqueness of the Hasidim case in the US The uniqueness of the Hasidim case in the US Language use and domains Language use and domains

16. Relationship between languages and varieties of languages Interdependence or Common Underlying Proficiency (Jim Cummins) –The idea of transfer Contextualized vs. Decontextualized language

17. Common Underlying Proficiency: Dual iceberg

18. Educational considerations: Age and bilingual acquisition There is little evidence for a "critical period" for second language learning, except perhaps for the development of a native-speaker accent, and adults are quite capable of becoming bilingual. –Johnstone (2002: 20): Given suitable teaching, motivation, and support, it is possible to make a success of language learning at any age and stage, though older learners are less likely to approximate to the levels of a native speaker.

19. Cognitive advantages of bilingualism and bidialectism Communicative sensitivity; Divergent thinking Metalinguistic awareness Ability to learn multiple languages and use language differently;

20. Social advantages of bilingualism  Maximum local interactions;  Potentializing acts of identities;  Cultural awareness;  Socioeconomic benefits;  Maximum global interactions

21. Teaching with Tongues & Heart

22. Teaching with tongues & heart SOCIAL PRACTICE AXIS SOCIAL JUSTICE AXIS Active involvement Build on students’ strengths L1/C1 High relevance. Plurilingual tolerance Students ask own questions &construct own knowledge Have high expectations and academic rigor Accountable talk & dialogue Language focus Be descriptive Group work and collaboration Be patient and stand for equity

23. Amplify, don’t simplify Provide equity in participation structures Encourage collaborative group work Build metacognitive skills Provide overt or explicit instruction Build on students’ worlds, identities and communities Support lesson; that is, scaffold

24. Scaffolding Routines Contextualization Modeling Bridging and schema- building Multiplicities-- multiple entry points

25. REFERENCES: Theoretical Baker, C. and Prys Jones, S. (1998) Encyclopedia of bilingualism and bilingual education. Clevedon, Multilingual Matters. Baker, C. (2001, 1996) Foundations of Bilingual Education and Bilingualism. Clevedon, Multilingual Matters. Cummins, J. (2000) Language, Power and Pedagogy: Bilingual children in the crossfire. Multilingual Matters, Clevedon. Myers-Scotton, S. (2006). Multiple Voices. An introduction to bilingualism. Malden, Ma: Basil Blackwell.

26. References: Approaches Cloud, N., Genesee, F. & Hamayan, E. (2000) Dual Language Instruction. A handbook for enriched education. Heinle and Heinle, Boston. Echevarria, J., Vogt, M.E., & Short, D. J. (2004) Making Content Comprehensible for English Learners. The SIOP model, 2nd edn. Allyn & Bacon, Needham Heights, MA Gibbons, P. 1991. Learning to Learn in a Second Language. Portsmouth, NH: Heinemann. Herrera, S.G. and K. G. Murry. 2005. Mastering ESL and Bilingual Methods. Differentiated instruction for culturally and lingusitically diverse (CLD) students. Boston: Pearson.