1. Supporting Students' Native Language in the Classroom
Tema Encarnacion

2. Outcome:
Bilingual paraprofessionals will analyze ways to support students’ native languages by reviewing texts, videos and lesson plans.

3. Linguistically Responsive Teaching
Orientations
An understanding of socio-linguistics
An inclination to advocate for English Learners
An appreciation for linguistic diversity
1 minute 8:41

4. Linguistically Responsive Teaching
Four Language-Related Knowledge and Skills
Knowing the students
Knowing the process of second language acquisition
Knowing the language demands of the content
Scaffolding 
9:05 

5. Linguistically Responsive Checklist
Use extra-linguistic supports
Supplement and modify oral and written language
Facilitate and use a student's native language and background
Provide visual tools in the classroom (photographs, maps, illustrations, videos)
 Use graphic organizers
Create heterogeneous grouping (ESOL and native English students)
Incorporate cooperative techniques
Include movement
Use manipulatives
Write language and content objectives
Teach vocabulary explicitly
Teach grammar explicitly in the context of a broader lesson
Use supplemental texts
Use modified written texts and/or assessments
Provide outlines for lecture
Repeat key words orally
Paraphrase difficult language
Restate main idea
Give instructions both orally and in writing
Use synonyms
Encourage students to use a bilingual dictionary (as appropriate)
Allow students to write in their first language
Pair students from similar language backgrounds but different proficiency levels
Supplement text with bilingual materials
Allow students to speak to each other in their first language
Identify cognates between the students’ first languages and English
Pre-assess students’ language knowledge
Use a second language during instruction
Use materials that reflect the diverse backgrounds of the students
Link concepts to students’ previous learning
Link concepts to students’ background experiences

6. Why Use Students’ Native Languages?

7. Using L1 as a Resource Read the text and annotate as follows:
Circle examples of when you have seen L1 incorporated into instruction.
Square examples of missed opportunities for incorporating L1 into instruction.
Question mark (?) areas of confusion.
file:///C:/Users/tencarnacion/Downloads/ETFO_Voice_Curriclum_Fall2016.pdf

8. Facilitate and Use a Student’s Native Language and Background

9. Encourage students to use a bilingual dictionary (as appropriate)
Word-to-word
Picture dictionaries
Google translate
Office 365
How have you seen students using bilingual dictionaries/translation?

10. Allow students to write in their first language
Refer back to the reading, highlight examples of when students could write in their L1
Brainstorming
Collaborative work
Outlining ideas
Editing
When might this be appropriate

11. Pair students from similar language backgrounds but different proficiency levels
Understand students’ proficiency levels across language domains
Understand students’ academic backgrounds in their L1
Consider how well students work together
How could this benefit both higher and lower proficiency students?

12. Supplement text with bilingual materials
Newsela
Bilingual Book Lists
Bilingual Science Books
Dual Texts
Tween Tribune
Foreign Language news and Newspapers
Examples of when teachers have used bilingual texts?

13. Allow students to speak to each other in their first language
Refer back to the text. Highlight examples of how students can speak their L1 during instruction.

14. Identify cognates between the students’ first languages and English
Using Cognates to Develop Comprehension
Spanish Cognates
More Spanish Cognates
Find Cognates
French Cognates

15. Pre-assess students’ language knowledge
Welcome Center documentation

16. Use a second language during instruction
Using Native Language in the Classroom:
4:50 – 5:25
How did the teacher use native language?
How did the use of native language change the group?
How does this teacher help her ELs learn English more quickly?
How might a monolingual teacher support student’s native language?
What are appropriate ways that teachers can use students’ native languages?

17. Use materials that reflect the diverse backgrounds of the students
What does Foster say about including authors of different of different backgrounds and the message it sends to students?
How does he think reading authors from different backgrounds will impact his students?

18. Link concepts to students’ previous learning
Consider what students may already know about the content
Pre-assess students’ prior knowledge on the topic
Build on what students already know

19. Link concepts to students’ background experiences
How can teachers tap into students’ funds of knowledge?
How have you seen teachers tap into students’ funds of knowledge?

20. Make Connections Select a lesson plan from one of the content areas
Text the code the lesson as follows:
Red – vocabulary that would require the use of a bilingual dictionary or where cognates are evident
Orange – areas where you could have students work together using their native language
Green – areas where you would bring in materials that reflect student’s backgrounds
Blue – areas where you could make connections with prior learning
Purple - areas where you could make connections with students’ funds of knowledge
After you text code, describe how you could support each area.

21. What will you do?
Use the LRT checklist to identify one new way you will support students’ native languages in the coming week.