Así se dice - Literacy Squared

6/29/12 Eva Hoffman Así se dice: The power of cross-­‐language connections Editor of the New York Times Book Review & Author of Lost in Translation When I speak Polish now, it is infiltrated, permeated, inflected with English in my head. One language modifies the other, crossbreeds with it, fertilizes it. Each language makes the other relative. Like everybody, I am the sum of my languages. (1991) Sue Hopewell Literacy Squared Institute Estes Park, CO Wednesday, June 27, 2012 Breakout Sessions 2 & 3 Strategic Use of Language & Cross-­‐
language Connections *  Grosjean (1989) The bilingual is not two monolinguals in one. *  Ruíz (1984) Two-­‐language children have greater linguistic resources. *  Escamilla & Hopewell (2007), Kenner (2004), Moll, Sáez, Dworin (2001) Bilingual living necessarily requires students to think and work across two languages when reading and writing. *  González, Moll & Amanti (2005), August & Shanahan (2006) Students engagement and participation increases when schools make an effort to access their funds of knowledge. Comprehension increases when schools use culturally relevant materials. *  Jiménez, García, & Pearson (1996) Successful bilingual readers use uniquely bilingual strategies including recognizing cognates, judicious use of translation, and drawing on background knowledge acquired across languages. Parallel Monolingualism PARADIGM SHIFTS Search for a dominant Increased language understanding of simultaneous bilingualism Adapted from Escamilla, 2004 1 6/29/12 Problematic Assumptions
from the Sequential
Bilingualism Paradigm
Attributes of Simultaneous
Bilingual Student
Paradigm Shifts
Languages must be strictly
separated. Children taught to
keep two languages separate.
Bilinguals use all of their
linguistic resources to
communicate.
Teach children to connect their
two languages has crosslanguage benefits.
After transition to an Englishonly environment, students
learn like monolinguals.
Students total academic
language repertoire may still
require access to and
development of both
languages.
There should be recognition
that the development of
biliteracy is a long-term
endeavor.
Simultaneous bilinguals use
two languages to process
information and to make sense
of their worlds.
Linguistic resources in are
mutually reinforcing and
children are capable of
bidirectional transfer.
Spanish literacy serves solely
as a bridge to English.
Transition = Here today, gone tomorrow. VS. Transfer = Here to stay! PARADIGM SHIFTS Transition is a point in Transfer is an ongoing time or a set of criteria process that begins before school and for a continues lifetime Adapted from Escamilla, 2004 PARADIGM SHIFTS Strategic use of Strict separation of languages language Adapted from Escamilla, 2004 Rigid language restrictions reduce students
opportunities to learn and educators’ opportunities to
teach
*  Cognates (simply/simplemente; radidly/rapidamente)
*  Clarification of multiple meanings (ground = la tierra or castigar)
*  Conventions (constitución vs. kons-ti-TIU-shon; lunes vs.
Monday)
2 6/29/12 A Challenge to Strict Separation of Languages: Bilingual Humor Lost Opportunity *  Dormant *  Dormir What do a bee and an elevator have in common? Cross Language Connections Are… *  Strategically integrated Floor *  Purposefully planned *  Explicit and require higher order thinking skills Strategic Use of Language Interaction between L1 & L2
Así Se Dice – Translation as a valid classroom practice *  Goal help students understand the complexities and subtleties of translating from one language to another.   Students draw upon their knowledge of
Spanish when reading/writing/speaking in
English & vice-versa
  Teachers use language strategically to:
-Clarify conceptual confusions
-Activate prior knowledge or cultural
schema
-Help children discuss and process
information
-Use instructional/learning time
efficiently
*  Unplanned or unstructured experiences (arbitrary) *  Concurrent translation Flor   Students taught to attend to the similarities
and differences between Spanish and English
(i.e. sound/symbol correspondence,
cognates, etc.)
Are NOT… *  To be made at the expense of time to learn and practice one language at a time L1
L2
BIDIRECTIONAL
*  Procedure Choose a short passage or theme (Dichos, idiomatic expressions, figurative language, poems, text passages, etc.). Children work in pairs to translate & interpret from one language to the other. Texts are compared. 10 minutes per day 3 6/29/12 Let’s try it out! Dichos *  Más vale tarde que nunca Better late than never *  Caras vemos, corazones no sabemos Don’t judge a book by its cover *  De tal palo, tal astilla Chip off the old block OR Like father, like son. *  Speak of the devil *  Hablando del Rey de Roma  Dichos Idiomatic Expressions Examples of Partner work - choice
Homework – no choice
Chato realized imidatly of his error so he changed the word delicios for encantadora Chato noticed immediatly about his error and changed the word “sabrosa” for encantadora. OFFICIAL VERSION: Chato immediately saw his error, and changed “tasty” to “lovely.” Homework – no choice
They got of (off) the cartins (curtains) and with their hairs all spiky they gave a good welcome to Chorizo. They came down the curtains with they’re hairs up to welcome Chorizo. OFFICIAL VERSION: They slid from the curtains and, fur raised, greeted Chorizo with a cautious meow. 4 6/29/12 Homework – no choice
That night he wasent going to eat a sinle (single) guest. Translating a Legend – Así se dice at the 5th Grade That night he wasn’t going to eat any invited person. OFFICIAL VERSION: He was not going to eat any guests tonight! Example Original Spanish
Text
English Translations
Original Spanish
Text
English Translations
1. He told Popo to be the
leader of the army and beat
their enemy.
Le exige a Popo 2. He commanded Popo to
que encabece el take lead of the army to the
empire to destroy the enemy.
ejercito del
3. He demands to be the
imperio para
leader of the empire s army
derrotar el
so he could destroy all the
enemigo
opponent.
4. He tells Popo to switch the
ejercit to derrotate the enemy.
Metalinguistic Awareness He tells Popo to
switch
the ejercit to
Le exige a Popo
derrotate
the enemy.
que encabece el
4.
ejercito del
imperio para
derrotar el
enemigo
•  Carro = Car •  Rancho = Ranch •  Ejercito = Erjesit??? *  Celebrar = Celebrate *  Interrogar = Interrogate *  Derrotar = Derrotate??? 5 6/29/12 Bilingual Poetry -­‐ Alarcón Los Libros pasaportes de talla mayor que nos permiten viajar a dondequiera cuandoquiera y no dejar de soñar Student Translation -­‐ Books Grand passports That take us on journeys Whenever, wherever And keep our dreams alive Your Turn: Translate José Martí Official Translation Official Translation -­‐ Books oversized passports that let us travel anywhere anytime and keep on dreaming Versos sencillos 1 (2 excerpts) Yo vengo de todas partes, Y hacia todas partes voy: Arte soy entre las artes, En los montes, monte soy. Yo he visto en la noche oscura Llover sobre mi cabeza Los rayos de lumbre pura De la divina belleza. Simple Verses 1 (2 excerpts) I’m a traveler to all parts, And a newcomer to none; I am art among the arts, With the mountains I am one. I have seen through dead of night Upon my head softly fall, Rays formed of the purest light From beauty celestial 6 6/29/12 We can do better!
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