602 -JE4
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School
Touro College *
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Course
MISC
Subject
Linguistics
Date
Jan 9, 2024
Type
docx
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3
Uploaded by BaronWolverine3875
Taylor Keenan
Journal Entry - 602
1. What are some common myths and misconceptions about students with disabilities learning multiple languages? [Please describe these in your own words]
There are several misconceptions about students with disabilities learning multiple languages. One assumption is that students with disabilities can’t “learn their first language and therefore cannot or should not add a second language, or learn and maintain two languages” (Cheatham et. al, 2017, p.59). Because of this it is believed that students with disabilities shouldn’t be taught in any language besides English it will cause language development delay (Cheatham et. al, 2017,.59) Contrary to this belief there has been no found link between having a disability and learning a second language. Providing students with environments where having a second language is celebrated, allows the student to use their home language to understand the target language better. 2. How can teachers use culturally and linguistically relevant teaching to support emergent bilingual students with (and without) disabilities? [hint: you may find it helpful to refer back to Module 3 texts to address culturally relevant teaching]
Throughout this week’s readings we have learned many ways we can provide culturally relevant teaching to support bilingual students with or without disabilities. In the podcast we had to listen to this week, Miso Kawk described how his school provided
a culturally relevant environment for him to learn. He indicated that his new school provided brail place cards at every door and he was given the opportunity to meet and befriend students with and without disabilities (Disability Visibility Project., 2020). This
allowed his process of moving to a new school less intimidating. His school demonstrated mutual respect for all students and created an inclusive environment.
3. Give a specific, concrete suggestion for incorporating translanguaging
into a lesson (e.g., on the letter "B," parts of an atom, or fractions).
When I first started this weeks readings I was unsure how someone like myself who can
only speak one language, would be able to incorporate translanguaging into my lessons. When I read the article by Maria Cioè-Peña I learned that there are many ways
I can incorporate it into my classroom. Allowing students to use their own language to develop their target language provides them an environment where they can feel open to expressing themselves, and while they’re utilizing their home language I can learn as well ( Cioè-Peña, M., 2015). When reading about how Michelle Reyes tries to incorporate translanguaging in her lessons she discusses bridging “learning across languages” to form connections between things they may have already learned in a different language to what they are trying to learn in the target language (WIDA., 2021, p.4). I try and “bridge learning” during morning circle in my kindergarten classroom which has mostly Spanish and English bilingual students. When reviewing the months of the year, we play a video by Gracies Corner which begins by singing the months in Spanish and follows by singing them in English. This is taking something like the days of the week which they most likely know in Spanish and pairing it with its English counterpart. Trying to incorporate translanguage into my class is something I hadnt thought about until this weeks readings but, as Ofellia Garcia said, when not taking the benefits of translanguage into consideration, you are providing no social justice to your students (MuDiLe., 2017).
References:
1.
Cheatham, G.A., & Barnett, J.E.H. (2017). Overcoming common misunderstandings about students with disabilities who are English language learners. Intervention in School and Clinic, 53 (1), 58-63.
2.
Cioè-Peña, M. (2015). Translanguaging within the monolingual special education classroom. Theory, Research, and Action in Urban Education, 4(1). https://traue.commons.gc.cuny.edu/volume-iv-issue-1-fall-2015/translanguaging-
within-the-monolingual-special-education-classroom/
3.
Disability Visibility Project. (2020, July 19). Building bridges as a disabled Korean Immigrant. https://disabilityvisibilityproject.com/2020/07/19/building-bridges-as-a-
disabled-korean-immigrant/
4.
MuDiLe. (2017). Translanguaging - Ofelia Garcia. https://www.youtube.com/watch?v=5l1CcrRrck0
5.
WIDA. (2021).Voices from the field: Encourage translanguaging. https://wida.wisc.edu/memberships/isc/newsletter/voices-field-encourage-translanguaging
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