Co-learning in the High School English Class through Translanguaging: Emergent Bilingual Newcomers and Monolingual Teachers

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Table 1. Teacher information

Teacher-Researcher	Certifications	Previous Teaching Experience	College Coursework Related to EBs	Professional Development Related to EBs	Number of Years as an Educator
Tricia	Early Childhood-12th grade, Principal, ESL	Kindergarten & 2nd Grade, Instructional Specialist, Response to Intervention Coordinator, Assistant Principal	None	Sheltered Instruction Observation Protocol (SIOP) for Teachers SIOP for Curriculum Writers	14
Tamra	Early Childhood-12th grade, Principal, ESL, Reading Specialist, Special Education	Kindergarten, Middle School Language Arts and Sheltered Instruction, Reading Intervention Teacher, Literacy Coach	1 Master’s Level Course on Literacy and the Diverse Learner	Sheltered Instruction Observation Protocol (SIOP) for Teachers Response to Intervention with English learners	13

Table 2. Focal student information

Focal Students (Names are pseudonyms)	Home Country	Age	Entering Grade in School	Time in U.S. Schools	English Proficiency Level (WIDA Consortium, 2007)	Years in Formal Schooling in Spanish in Home Country
Selena	Honduras	16	10th	1 month	1-Entering	10
Elena	Honduras	18	11th	1 year	1-Entering	12
Yanira	El Salvador	18	12th	3 years	3-Developing	11
Estela	Venezuela	16	11th	1 year	4-Expanding	13
Reyna	Venezuela	16	12th	3 years	4-Expanding	12

Table

Activity	Procedure: What will you do? Include steps.	Content and Language Objective(s)	Translanguaging Objective(s)	Materials
Introductory Activity	Brainstorm as a group: What does love mean to you?’Think time (1–2) min Use a bubble map to document. -Love/Amor-in the center circle -As a whole group fill in the bubble map with individual ideas (may be in Spanish or English) about love	Content Objectives: 2 (A) Vocabulary – Use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline based vocabulary (3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry. 4 (C) Make and correct, or confirm predictions using text features, characteristics of genre, and structures. Source http://ritter.tea.state.tx.us/rules/tac/c Language Objectives: 2.(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar; 3.G)express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics; 4.G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs; 5.(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. Source, http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html	Students will use their digital resources in Spanish and English to clarify the meaning of discipline vocabulary words. Students will use their oral and written skills in Spanish and English to analyze and provide text evidence to support their understanding of the poem Amor/Love. Students will use their oral and written skills in Spanish and English to make predictions about the meaning of the poem Amor/Love by Gwylyn Cano.	In Home Languages Red Hot Salsa: Bilingual Poems on Being Young and Latino in the United States (Carlson & Hijuelos, 2005) 5 photocopies of the poem, Love, p. 51 (Spanish) In English Red Hot Salsa: Bilingual Poems on Being Young and Latino in the United States (Carlson & Hijuelos, 2005) 5 Copies of the poem, Love, p. 50 Typed on a word document with title removed (English) 5 photocopies of the poem, Love, p. 50 (English) Google translate on phone or ipad (For brainstorming activity) Chart paper and markers Blank paper for sketching
Read Aloud/ Interactive Reading	Give each student a copy of the English version of the double-spaced poem. Read the poem aloud as the students follow along. Students may use Google Translate for unknown words. Then have students circle any words they still need to have clarified. Group discussion to clarify unknown words (e.g. mystifies) and students will write annotated notes about the word meanings
Formative Assessment: Sketch to Stretch: Reader Based Response	Students & teacher each make a sketch (quick graphic/symbolic drawing) of what the poem meant to you/your connections to the poem Show your sketch, letting others comment on the meanings they see in the sketch before you share your meaning Give students the Spanish version of the poem to read Ask: “Has your interruption of the poem changed after reading the Spanish version? If so, how?” Students will draw another sketch (on the opposite side of the first sketch) what the poem now means to them or new connections they have made.

WIDA Consortium. (2007). English Language Development (ELD) Standards. Retrieved from https://www.wida.us/standards/eld.aspx

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Carlson, L. M., & Hijuelos, O. (2005). Red hot salsa: Bilingual poems on being young and Latino in the United States. New York, NY: Henry Holt.

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