Reflections on Teaching in a Multicultural Classroom. Martina Flores & Tere Troncoso NSTWP 2006 Teaching Demonstration firstname.lastname@example.org email@example.com. About us. Bilingual Instructional Specialists Working with Bilingual/ESL teachers
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NSTWP 2006 Teaching Demonstration
“I can’t read this, Blanca.”
My third grade teacher shoved the flat white square covered with tiny Spanish letters back across her desk.
“My dad wrote this note to tell you we’re going to Mexico for a month, and to please
give me homework.”
-(Medina, 2004, p.40)
Inside the left flap, write your philosophy or thoughts on teaching in a multicultural classroom where many of the students could be second language learners.
Using your literacy map select a time in your life which you would like to write about and share with your group.
“When my husband first arrived from Argentina, he felt as if his tongue had been cut off. He was unable to communicate as he had in his homeland. His sense of humor, which normally attracted a crowd, was lost. His quick wit in the context of a testy conversation disappeared. His knowledge of the world and of his profession could not be tapped. His opinions on politics could not be shared. His sense of fun and teasing were not understood. When he did start to speak English, his jokes, which he insisted on telling, never translated right. His newly aquired swear words were always spoken at the wrong times. His incorrect sentence structures often hid the meaning of his words. And he found that most people would not accept his imperfect speech.”
(Cappellini 2005, p.2)
-(Zentella, 2005, p.24)
-(Zentella, 2006, p.178)
“Being totally immersed in English so young, I suffered a silent period/had once been very outgoing and talkative in Spanish/suddenly had no voice. I spent my primary years reading the teacher’s lips to see how to pronounce words.”
-Kinder Bilingualteacher 2006
I was pretty much stuck with worksheets analyzing words and never enjoyed writing. So after I became a teacher, I took writing training because I really want my students to love writing and actually learn to write.
-5th grade Bilingual teacher 2006
Ways to use trifold to facilitate and display students’ writingAllow time for students to create and decorate the outside of the trifold. Extensions
Cappellini, M. (2005). Balancing Reading & Language Learning: A Resource forTeaching English Language Learners, K-5. Portland Maine: Stenhouse Publishers, and Newark, Delaware: International Reading Association.
Medina, J. (2004). The Dream on Blanca’s Wall: Poems in English and Spanish. El sueño pegado en la pared de Blanca: Poemas en inglés y español. Honesdale, Pennsylvania: Wordsong Boyds Mills Press, Inc.
Zentella, A. C. (2005). Building on Strength: Language and Literacy in LatinoFamilies and Communities. New York, New York: Teachers College Press, and Covina, California: Association for Bilingual Education.