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Canine Storyline: Academic Conversations in Biologia Within a Dual Language Program at the Secondary Level

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Canine Storyline: Academic Conversations in Biologia Within a Dual Language Program at the Secondary Level PROJECT CALIFORNIA STATE UNIVERSITY SAN MARCOS PROJECT SUB:MITTED IN PARTIAL FULFILUvlENT OF THE REQUIREtvlENTS FOR THE DEGREE :tv1ASTER OF ARTS IN EDUCATION TITLE: Canine Storyline: Academic Conversations in Biologia within a Dual Language Program at the Secondary Level AUTHOR(S): Benancio Pineda Gomez DATE OF SUCCESSFUL DEFENSE: 04/29/2020 THE PROJECT HAS BEEN ACCEPTED BY THE PROJECT COJ\1MITTEEIN PARTIAL FULFILLMENT OF THE REQUIRE11ENTS FOR THE DEGREE OF :tv1ASTER OF ARTS IN EDUCATION Annette Daoud May 4, 2020 COJ\1MITTEE CHAIR SIGNATURE DATE Ana Hernandez /ma Hernandez May 4, 2020 COJ\1MITTEE 11EMBER SIGNATURE DATE COJ\1MITTEE 11EMBER SIGNATURE DATE COJ\1MITTEE 11EMBER SIGNATURE DATE ACADEMIC CONVERSTIONS IN A DUAL LANAGUGE PROGRAM 1 Canine Storyline: Academic Conversations in Biología within a Dual Language Program at the Secondary Level by Benancio Pineda Gomez A Project Paper Submitted in Partial Fulfillment of the Requirements for the Master of Arts Degree in Education California State University San Marcos Spring, 2020 Committee Chair, Annette Daoud, Ph.D. Co-Chair, Ana Hernandez, Ed.D. ACADEMIC CONVERSTIONS IN A DUAL LANAGUGE PROGRAM 2 Project Abstract The purpose of this project is to create Biología curriculum for use within a dual language strand at the secondary level. As dual language programs are becoming more widespread California there is a lack of appropriate resources for use at the secondary level. This curriculum uses the 5E model to NGSS and SLD aligned content in the form of a storyline to support student language skills through academic conversations. Being able to conduct conversation is an important step in language comprehension it is important that language learners be in a supportive environment that fosters language skills. With this curriculum, teachers have access to material to use in Biología that is entirely in Spanish. This unit is intended to be used as one of the final units in the school year which necessities future work to establish curriculum leading up to this unit. By creating NGSS aligned material that targets recently released SLD standards, this rigorous curriculum will be a great resource for dual language teachers lacking curriculum. Curriculum like this will prepare students to become resourceful citizens that are bilingual, biliterate, bicultural, and high achieving. Keywords: biology, biología, dual language education, high school, NGSS, secondary, science, SLD aligned curriculum, Spanish, storyline ACADEMIC CONVERSTIONS IN A DUAL LANAGUGE PROGRAM 3 Acknowledgments There are many people I would like to thank. First, I want to thank my wife, Scarlett, who has been a source of limitless support. She has been with me every step of the way as I began my pursuit of becoming a teacher by taking the pre-requisite courses to apply for the credential program and now finishing my MA in General Education. Thanks dude. I also would like to thank my family and in-laws for providing encouragement and helping take care of my daughter, Lily, who demands and deserves all the attention her little toddler self receives. I also would like to thank my chair Dr. Daoud who has been a great source of encouragement and advice. She has been incredibly accommodating and kind, a quality that has made my experience less daunting. She has been a great person to work with. I would also like to thank Dr. Hernandez who has been just as supportive. I also thank her for reaching out to me to provide information on the MA program. I would like to thank Lucio Guerrero for his support and friendship during not only the credential program, but this MA program. We faced the same hurdles and encouraged each other through the courses we have taken and have come to be good friends. The other members of our cohort have also been helpful. Last, I would like to thank my coworkers, Arlene Gomez and Brianna Howard, for being supportive and providing aid in the form of advice, time and material for the classroom. Ms. Gomez’s constant verbal support served as a catalyst. My BTSA mentor and department chair, Marin Pinnell, has been a great mentor and source of support during this year that was upended as a result of COVID-19. ACADEMIC CONVERSTIONS IN A DUAL LANAGUGE PROGRAM 4 Table of Contents Project Abstract ........................................................................................................................... 2 Chapter One: Introduction .......................................................................................................... 6 Statement of the Problem ........................................................................................................ 6 Purpose of Project ................................................................................................................... 7 Preview Literature ................................................................................................................... 8 Preview Methodology ........................................................................................................... 10 Significance of Project .......................................................................................................... 11 Summary of Chapter ............................................................................................................. 11 Definitions............................................................................................................................. 12 Chapter Two: Literature Review .............................................................................................. 13 Biliteracy at the Secondary Level ......................................................................................... 14 Translanguaging .................................................................................................................... 15 Engagement and Motivation ................................................................................................. 17 Biculturalism ......................................................................................................................... 17 Language Status .................................................................................................................... 19 Comprehensible Input ........................................................................................................... 20 Academic Conversations ...................................................................................................... 21 Academic Conversations Scaffolds ...................................................................................... 22 Conclusion ............................................................................................................................ 23 Chapter Three: Methodology .................................................................................................... 25 Introduction ........................................................................................................................... 25 Design ................................................................................................................................... 25 Participants/Setting ............................................................................................................... 26 Instruments ............................................................................................................................ 27 Procedures ............................................................................................................................. 28 Summary of Chapter ............................................................................................................. 29 Chapter Four: Project ................................................................................................................ 31 Pre-assessment ..................................................................................................................... 38 Post-assessment ................................................................................................................. 142 Chapter Five: Project Recommendations ................................................................................ 143 Lessons Learned .................................................................................................................. 143 Educational Implications .................................................................................................... 145 ACADEMIC CONVERSTIONS IN A DUAL LANAGUGE PROGRAM 5 Project Implementation Plans ............................................................................................. 146 Limitations of Project ......................................................................................................... 146 Future Research or Project Suggestions ............................................................................. 147 Summary/Conclusion .......................................................................................................... 147 References ............................................................................................................................... 149 Appendix A ............................................................................................................................ 153 Conversation Skills Poster or Cartel de Habilidades de Conversación Constructiva .... 153 ACADEMIC CONVERSTIONS IN A DUAL LANAGUGE PROGRAM 6 Chapter One: Introduction Statement of the Problem
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