There is an urgent need to transform classrooms into spaces that teachers and students co-create into anti-racist, culturally-responsive, compassionate communities. This podcast looks at this through the eyes of immigrant and multilingual learners & instruction that is driven by student agency. We will deep dive into practical strategies that can transform your instruction, as well as exploring the larger issues surrounding this community of learners & teachers.
In this episode, Katie and I discuss how annotations serve as entry points for students as they engage with texts in English, and as key data points for us in navigating what scaffolds or strategies best support a student. In this way, we can start with student interest, then move from there!
In this podcast, my friend and colleague describes teaching reading in a 9th/10th grade class in an unexpected way (it may raise eyebrows at first) with students new to English. In the second portion she describes her experience alongside a student who did not share a common language with other students in the class, and who was new to reading.
We refer to this varied group of students as English Language Learners (ELLs) since it is still the most common term, but other terms are multilingual learners, emergent bilinguals and emergent multilinguals. Regardless of the term, these students are too often defined but what they don't yet know (English), rather than what they do and Katie describes here what it was like to lead her class by discovering and building on the latter.
In this podcast, you will hear from two former students of mine who just graduated in June. I ask them to reflect on learning English as a second language as teenagers who arrived in the US in ninth grade. In particular, we focus on how they came to identify themselves as writers, or as comfortable and independent writing in English. A transcript will be up on our blog at www.macandmarie.org
(I apologize for the sound quality)