Translanguaging in Curriculum and Instruction: A CUNY-NYSIEB Guide for Educators Andy Brown’s 5th grade class, CUNY-NYSIEB School Sarah Hesson Kate Seltzer Heather H. Woodley December 2014 THIS GUIDE HAS NOT BEEN REVIEWED BY THE NEW YORK STATE EDUCATION DEPARTMENT This guide was developed by CUNY-NYSIEB, a collaborative project of the Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education at the Graduate Center, The City University of New York, and funded by the New York State Education Department. The report was written under the direction of CUNY- NYSIEB's Project Director, Maite (María Teresa) Sánchez, and the Principal Investigators of the project: Ricardo Otheguy, Ofelia García, and Kate Menken. For more information about CUNY-NYSIEB, visit www.cuny-nysieb.org. Published in 2014 by CUNY-NYSIEB, The Graduate Center, The City University of New York, 365 Fifth Avenue, New York, NY 10016. [email protected]. This guide has not been reviewed by the New York State Education Department. ABOUT THE AUTHORS Sarah Hesson Sarah Hesson is a Ph.D. student in Urban Education at the CUNY Graduate Center and a Research Assistant on the CUNY-NYSIEB project, where she works with NY public schools to implement translanguaging pedagogy and improve programming for emergent bilingual students. Sarah is also an adjunct professor in the Bilingual Education department at Hunter College, where she has taught bilingual foundations, literacy, and practicum courses, as well as performed field supervision for new teachers. She has also taught as an adjunct professor of bilingual literacy at City College and given professional development and presentations on translanguaging in various universities, public schools, and conferences. Sarah co-authored A CUNY-NYSIEB Framework for the Education of Emergent Bilinguals with Low Home Literacy: Grades 4-12 and has published on the negative impact of testing policies on emergent bilinguals. She has several forthcoming publications on translanguaging. Sarah started her teaching career in New York City public schools through the NYC Teaching Fellows Program. She worked at the NYC Department of Education as a Spanish-English bilingual teacher in Transitional and Dual Language Bilingual programs at the elementary and middle school levels for six years before starting her PhD. Sarah holds a Masters degree in Bilingual Childhood Education from Fordham University, and a Bachelor of Arts in Comparative Literature in English and Spanish from Bryn Mawr College. Kate Seltzer Kate Seltzer is a Ph.D. student in Urban Education at the CUNY Graduate Center and a Research Assistant on the CUNY-NYSIEB project, where she works with teachers to implement translanguaging in their classrooms. Kate is also an adjunct lecturer in the Bilingual Education & TESOL department at The City College of New York, where she teaches courses on TESOL methods, literacy, and bilingual education. Kate is the co-author of Translanguaging: A CUNY- NYSIEB Guide for Educators as well as several forthcoming publications on translanguaging. Before starting her Ph.D., Kate was a high school English teacher in the NYC Department of Education. As both a teacher and a grade level leader at a small high school in the South Bronx, Kate helped shape the ESL program by implementing new practices for teaching EBLs, including a large population of SIFEs and LTELs, and creating systems that helped meet the needs of all EBLs in the school. Kate holds a Masters in English Education from Lehman College, and a Bachelor of Arts in English and Women’s Studies from The George Washington University. Kate is herself an emergent bilingual, speaking English, Spanish, and her mother’s home language, Italian. Heather H. Woodley Heather Homonoff Woodley, Ph.D. is Clinical Assistant Professor of TESOL, Bilingual Education, and Foreign Language Education in the Department of Teaching and Learning at NYU, Steinhardt. Her research and publications focus on supporting and empowering emergent bilinguals in the classroom, particularly Muslim immigrant youth who speak less common languages, and arts-based approaches to both research and teaching. Heather collaborates with CUNY-NYIEB and Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) at NYU in creating and providing professional development to support translanguaging and emergent bilinguals in classrooms. Heather earned her PhD in Urban Education at The CUNY Graduate Center, and was a Fulbright Scholar in Morocco. In 2014, she received an Outstanding Dissertation Award from the National Association of Bilingual Education. Heather was recently a Research Assistant with the CUNY – NYSIEB providing teacher support, classroom resources, and leadership training for public schools. Prior to this, she taught middle and high school TESOL and ELA in the Bronx and Washington, DC, and was a teacher-educator at City College and with the NYC and DC Teaching Fellows. She earned her MS in TESOL Education at City College, CUNY and her BA in History from Wesleyan University. Table of Contents INTRODUCTION TO THIS TRANSLANGUAGING GUIDE FOR CURRICULUM AND INSTRUCTION ................................................................................................................................... 1 What is Translanguaging? Expanded Questions and Answers for U.S. Educators (by Ofelia García) ............................................................................................................................................................... 1 About this Guide .......................................................................................................................................... 14 Additional Considerations ....................................................................................................................... 19 Setting the Stage for Translanguaging: Classroom Ecology and Instructional Foundations ........................................................................................................................................................................... 20 Part I: INSTRUCTIONAL UNITS ................................................................................................ 24 Elementary School Units ........................................................................................................................... 25 Fiction: How Can a Laugh Teach Us a Lesson? ............................................................................................... 25 Non-Fiction: Building Community ...................................................................................................................... 33 Content Area - Science: Exploring Ecosystems .............................................................................................. 42 Middle School Units .................................................................................................................................... 57 ELA Fiction: Reading Closely and Writing to Learn: Journeys and Survival ..................................... 57 Non-Fiction: Tradition Meets Modernity ......................................................................................................... 67 Content Area - Math: A Task of Monumental Proportions ....................................................................... 77 High School Units ......................................................................................................................... 87 ELA Fiction: Identity: Impacts and Reflections ............................................................................................. 87 Non-fiction: Read, Write, Change ......................................................................................................................... 96 Content Area - Social Studies: The 21st Century Immigration Experience ..................................... 105 Part II: TRANSLANGUAGING STRATEGIES ......................................................................... 115 Collaborative Work ................................................................................................................................. 116 Multilingual Collaborative Work: Content Area .......................................................................................... 116 Multilingual Collaborative Work: Reading Groups .................................................................................... 117 Multilingual Writing Partners ............................................................................................................................. 118 Multilingual Reading Partners ............................................................................................................................ 120 Translanguaging Resources ................................................................................................................. 121 Bilingual Dictionaries and Online Translation Tools ................................................................................ 121 Internet as a Multilingual Resource .................................................................................................................. 123 Content Area and Reading Instruction .............................................................................................. 124 Building Background with Preview-View-Review ..................................................................................... 124 Multilingual