What is visionary leadership

Transcription

1 Visionary Leadership: Repositioning Multilingualism in 21 st Century Classrooms Nelson Flores University of Pennsylvania What is visionary leadership Leadership that facilitates student learning while affirming their identities. To affirm the identities of bi/multilingual students students of color requires leadership that goes against the grain of societal norms 1

2 Common Descriptions of Bi/Multilingual Students of Color English Language Learners Not having a strong foundation in any language Lacking academic language Speaking improperly Visionary Framing of Bi/Multilingual Students of Color English Learner Not having a strong foundation in any language Lacking academic language Speaking improperly Bi/multilingual Engaged in metalinguistic conversations at home and school Engaged in language architecture at home and school Language architects who shift language to accommodate their audience 2

3 What are metalinguistic conversations? Metalinguistic conversations focus on the ways that language works. All of us engage in metalinguistic conversations as part of their socialization into language. Bi/multilingualism offers unique affordances for engage in metalinguistic conversations Metalinguistic Conversations in Action a conversation about whether the n-word can be used as a term of endearment. discussion of the best way to translate a particular English word into Spanish. debate about whether the term amigos is, in fact, gender neutural as many suggest. A dual language charter school in a low-income, primarily Latino area of Philadelphia Students with varying proficiencies in English and Spanish Focal students in K-2 3

4 From Correction to Guidance Language is used differently in different contexts. The role of the teacher is to facilitate metalinguistic conversations about the different uses of language. support students in making connections between the language practices that they are already familiar with and new language practices associated with various school tasks. I like to use my bilingual brain That s interesting. If I were reading this in English you would actually say when I visit her in CHILL-ee but when you read it with your bilingual brain you say when I visit her in CHEE-lah. You see that difference there? But l like to use my bilingual brain so it s when I visit her in CHEE-lah. 4

5 From Memorization to Language Exploration Students engage in metalinguistic conversations about language practices that they are already familiar with about the language choices of mentor texts about the similarities and differences between language choices of mentor texts with language practices that they are already familiar with How do you pronounce your name? Mark: Actually, could I ask you a question? How do you like people to say your name? Cuz uh your teachers last year and this year have said it differently. Arellis: That s okay because sometimes they can t pronounce it right. Mark: Okay. Arellis: It s okay. Mark: So how do you pronounce it= how= how do you say it? Arellis: /aɾelis/ Other student: /әɹɛɫɪs/ Mark: /arelis/ Arellis: /әɹɛɫɪs/ is in English. Mark: Okay. And /arelis/ in Spanish? Arellis: ((nods)) /әɹɛɫɪs/ in English. But sometimes they call me /әɹɛɫis/ Mark: Oh, they sort of mix it up. Or they use some from both pronunciations. Arellis: Yeah. Mark: Okay. 5

6 Frijoles or Habichuelas? Javier: Mira Jenny, do you like this? Jenn: Hmm? What is that? Javier: Um, I don t know how you call it in English. S2: Beans! Jenn: What is it in Spanish? S2: It s beans! Javier: In Spanish, it s um w-we, in my house, we call it uh Jenn: Frijoles? Habichuelas? S2: It s beans! Beans! S3: Frijoles S: In my house, we call it frijoles. S: Wait, in English it s beans. S3: Frijoles S4: That s in Mexico. Jenn: So what do you-- what do you say? S: It s called frijoles! S: How do you say it? Habi-- Jenn: Habichuelas, or? Javier: Habichuelaaaa S: No, it s wrong. I don t call it that. S: It s called frijoles. Jenn: So what do you call it at home? S: I call it frijoles! S: Frijoles! From Repetition to Language Architecture Students apply the metalinguistic awareness gained from language exploration in their own work. Students experiment with these conventions in ways that allow them to experiment with their voice as an author. 6

7 Cinco Abajo Students are filling in a worksheet with facts about themselves. Javier asked Mark for help while writing in mi lugar favorito. Javier: (?) say below? Mark: Qué? Javier: (?) say below epañol? Mark:Umm, where? Dónde? Javier: How you say below, below epañol, be- low- Mark:Be-oh, be-oh I don t know that place. Es un lugar? It s a place? Javier: Five below. Mark:Oh, oh oh oh, the store, right? Javier: Yeah. Mark:Uh... cinco abajo? Javier: ((not much reaction, doesn t start writing.)) Mark:Maybe you d just call it Five Below. I don t know. Unsatisfied with Mark s answer Javier then asks the same question to the teacher. Visionary Bilingual Classroom 7

8 Ms. Lopez s Classroom Elementary school located in a predominately Latino and high poverty area of Philadelphia 74% Latino 25% ELL 100% economically disadvantaged 2 nd grade classroom The teacher was a US born Latina 17 students All come from homes where Spanish is spoken Most of the students are reading below grade level according to school assessment data Language Architecture and Translingual Mentor Texts Read-aloud with a focus on the translingual strategies used by the author Shared writing that practices these translingual strategies Independent writing where students develop their own translingual stories 8

9 Outline of Unit Plan Day One is intended to introduce students to Abuela. Day Two is intended to both model a close reading of Abuela for students and model for them how to use insights from this close reading to write their own bilingual stories. Day Three is intended to continue to engage in a close reading of Abuela. The major goal of this lesson is to help students become aware of the ways that bilingual authors can use context clues to help non-spanish speaking readers understand the story. Day Four is intended to be a culminating reading of Abuela that provides students a final opportunity to experience the bilingualism of the text while also working to further develop their fluency skills in both English and Spanish. Day Five is intended to be an Open Day to allow teachers to make adjustments to the unit plan in ways that best fit the needs of their students. Engaging in Close Reading Ms. Lopez: (reading) Today we are going to the park. El parque es lindo says abuela. I know what she means. I think the park is beautiful too. (speaking to class again) So, I m going to think about that for a second. In Spanish abuela said El parque es lindo. But then Arthur Durros, the author, he puts in here, I think the park is beautiful too. So that s a clue for me. If I don t know what El parque es lindo means I still understand what abuela is saying because he wrote, I think the park is beautiful too. So Arthur Durros is kind of translating here for us. You see how he did that? 9

10 Preparing for Language Architecture I m just going to write here that we are making an apple cake because maybe people don t know that s an apple cake so I m just going to label it. Apple cake. But you know what actually I don t even call it apple cake. We call it torta de manzana. Maybe I ll write that. Modeling Language Architecture Ms. Lopez: Since I drew about her teaching me how to make a torta de manzana I need to put that in my story. (writing) She taught this is a tricky word but that s how you spell it taught me how to make a Ms. Lopez & Students: torta de manzana Isabel: There s a Spanish word in there! Ms. Lopez: Yes. Here. 10

11 Celebrating Language Architecture Celebrating Language Architecture 11

12 Celebrating Language Architecture Visionary Multilingual School 12

13 A Multilingual Landscape Languages of the school community are present throughout the school environment Welcome sign Inspirational poster Labels Word Walls Student work Graphic organizers Letters home Multilingual Parent & Community Spaces Engage family/community members in homework (interview, storytelling, read alouds) Multilingual school and classroom libraries and literacy centers (family-friendly) Family and community members as guest readers, guest speakers, guest teachers, and interviewees Community walks, studies, surveys, and field trips 13

14 Multilingual Independent Reading Independent reading books in all languages of the school available in all classrooms Students encouraged to read books in other languages even if they are not ELLs or even heritage learners Bilingual Writers & Bilingual Writing Multicultural literature & bilingual writers are taught as part of the curriculum of all classrooms. Early elementary students work on language awareness Older elementary students analyze ways that authors use translingual rhetorical strategies 14

15 Community Language Studies Collect pictures of signs in your community. What languages are visible in your community? What languages are the signs in? Governmental and official businesses Commercial (chains and private owned) Religious institutions Private signs/announcements What are the messages of the different signs? Multilingual Awareness Curriculum Four times a year, 2-hour immersion experience in a different language. All children randomly assigned to different languages and cultures Parents and teacher work on a project done through a different language: art, music, skit, dramatization & then exhibit it 15

16 Visionary Framing of Multilingual Students English Learner Not having a strong foundation in any language Lacking academic language Speaking improperly Bi/multilingual Engaged in metalinguistic conversations at home and school Engaged in language architecture at home and school Language architects who shift language to accommodate their audience Beyond Bi/Multilingualism A child cannot be taught by anyone whose demand, essentially, is that the child repudiate his experience, and all that gives him sustenance, and enter a limbo in which he will no longer be black, and in which he knows that he can never become white. -James Baldwin, If Black English Isn t a Language, Then Tell Me, What Is? 16

17 Gracias! For more information contact: Twitter: nelsonlflores Blog: 17