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Páginas: 3 (673 palabras)
Publicado: 1 de agosto de 2012
The Context for Developing Literacy for Bilingual students
“To be bilingual is like to living in two worlds” Francisco…
Francisco teaching journey
Francisco a teachers who come from ElSalvador at 14 years old ti high school level succeeded as a bilingual teacher
He struggled with English and remained quiet in college classes as a student.
As a bilingual teacher Francisco has a onedifficult student with name Salvador for independent writing or reading who had a disruptor behavior to avoid embarrassment.
Francisco included Salvador with other struggling third grade studentsin one of the sharing groups, creating a language experience stories. Students created a writing what they liked with Francisco’s help.
Francisco read many predictable, patterned books with studentsincorporating to the sharing guided reading.
Francisco began teaching to read and write to his students in Spanish, and improve their English as well.
After Francisco moved to the coast ofCalifornia He had the opportunity to teach in one nominally bilingual school where the bilingual teachers were at beginning level and where not be able to teach in Spanish. School offered bilingual classesto comply with the state requirements only.
That year the proposition 227 English Only was enacted in California
The bilingual education was eliminated from the schools, teachers warned not toteach in language other than English unless a vaiwer was signed by parents. Administrators warned to teacher to tell parents about vaiwer option.
Proposition 227
- Eliminate bilingual education- Focus on basic skills in English language such as a direct instruction in phonic and phonemic awareness.
- Administrators scrutinized scores and standardized tests
- Studentsfall behind and they could not read texts to their level grade
- Students loosing interest and difficult to engage students in reading and writing.
Research that supports Bilingual...
“To be bilingual is like to living in two worlds” Francisco…
Francisco teaching journey
Francisco a teachers who come from ElSalvador at 14 years old ti high school level succeeded as a bilingual teacher
He struggled with English and remained quiet in college classes as a student.
As a bilingual teacher Francisco has a onedifficult student with name Salvador for independent writing or reading who had a disruptor behavior to avoid embarrassment.
Francisco included Salvador with other struggling third grade studentsin one of the sharing groups, creating a language experience stories. Students created a writing what they liked with Francisco’s help.
Francisco read many predictable, patterned books with studentsincorporating to the sharing guided reading.
Francisco began teaching to read and write to his students in Spanish, and improve their English as well.
After Francisco moved to the coast ofCalifornia He had the opportunity to teach in one nominally bilingual school where the bilingual teachers were at beginning level and where not be able to teach in Spanish. School offered bilingual classesto comply with the state requirements only.
That year the proposition 227 English Only was enacted in California
The bilingual education was eliminated from the schools, teachers warned not toteach in language other than English unless a vaiwer was signed by parents. Administrators warned to teacher to tell parents about vaiwer option.
Proposition 227
- Eliminate bilingual education- Focus on basic skills in English language such as a direct instruction in phonic and phonemic awareness.
- Administrators scrutinized scores and standardized tests
- Studentsfall behind and they could not read texts to their level grade
- Students loosing interest and difficult to engage students in reading and writing.
Research that supports Bilingual...
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