LibGuides: BIL624: Module 4

Module 4 Textbook Reading

Please note the required reading for Module 4 listed in the bullet points following each textbook.

Freeman, D. E., & Freeman, Y. S. (2009). La enseñanza de la lectura y la escritura en español y en inglés en clases bilingües y de doble inmersión (2nd Rev. ed.). Heinemann.

Capitulo 9: La ensenanza tematica para desarrollar la lectoescritura en dos idiomas (pgs. 216 – 241)

Serravallo, J. (2019). El libro de estrategias de lectura: Guía completa para formar lectores hábiles. Heinemann.

Objetivo 11: Mejorar la comprension en ficción y no ficción (Vocabulario y Lenguaje Figurado)
Objetivo 12: Apoyar las conversaciones de los estudiantes
Objetivo 13: Mejorar la escritura sobre lecturas

Module 4 Required Resources

The resources below are presented in Lesson 4. Please refer to Lesson 4 for further guidance on how each resource relates to the module content.

California Spanish Language Development Standards
San Diego County Office of Education California (2012, November). California Spanish Language Development Standards (Electronic Edition) Kindergarten through Grade 12 EN ESPAÑOL. https://resources.finalsite.net/images/v1634679917/sdcoenet/mznbvuyspy3zcigj6gmb/2018_09_18_K-12_SLD_Standards_Translated.pdf
Spanish language proficiency in dual language and English as a second language models: The impact of model, time, teacher, and student on Spanish language development
Morita-Mullaney, T., Renn, J., & Chiu, M. M. (2022). Spanish language proficiency in dual language and English as a second language models: The impact of model, time, teacher, and student on Spanish language development. International Journal of Bilingual Education and Bilingualism, 25(10), 3888–3906. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ1370836&site=eds-live&scope=site&custid=natuniv
Biliteracy in Action Science and Spanish Language Arts Fourth Grade
Teaching for Biliteracy. (2015, April 19). Biliteracy in Action Science and Spanish Language Arts Fourth Grade [Video]. Youtube. https://www.youtube.com/watch?v=2yPBWTIJ9_E
Designing Dynamic Classroom Interactions for Multilingual Learners
CAL and Vista. (2013, May 17). Designing Dynamic Classroom Interactions for Multilingual Learners [Video]. Youtube. https://vistahigherlearning.com/vhl-pd-webinars?wchannelid=5p1112jhjw&wmediaid=rx4ei08e8f
Tips for Encouraging your Students to Stay in the Target Language
LearningBilingually. (2020, June 23). Tips for Encouraging your Students to Stay in the Target Language [Video]. Youtube. https://www.youtube.com/watch?v=RLY0oHb9ow8
How to Teach with Comprehensible Input (CI) Every Day in your Language Class
Gibby, T. (2022, January 8). How to Teach with Comprehensible Input (CI) Every Day in your Language Class. Growing with Proficiency. https://growingwithproficiency.com/why-comprehensible-input-is-important-for-world-language-classes-and-how-to-incorporate-it-into-our-class/
Free Teaching Resources: Fun Classroom Activities and Lesson Plan Ideas
Free Teaching Resources: Fun Classroom Activities and Lesson Plan Ideas. (2021, June 16). https://www.hmhco.com/blog/free-learning-resources
Capitalizing on Similarities and Differences between Spanish and English
Capitalizing on Similarities and Differences between Spanish and English. (2007, March 12). Colorín Colorado. https://www.colorincolorado.org/article/capitalizing-similarities-and-differences-between-spanish-and-english
Sentence starters versus sentence frames
Deirdre Garcia. (2016, November 11). Sentence starters versus sentence frames [Video]. Youtube. https://www.youtube.com/watch?v=6LI6V8jxbXc
Inspired Proficiency: Assessment Panel
Uyaguari, A. (n.d.). Inspired Proficiency: Assessment Panel (Season 4, Episode 4). Retrieved September 6, 2023, from https://inspiredproficiency.libsyn.com/assessment-panel

Module 4 Optional Resources

Spoken Spanish Language Development at the High School Level: A Mixed-Methods Study
Moeller, A. J., & Theiler, J. (2014). Spoken Spanish Language Development at the High School Level: A Mixed-Methods Study. Foreign Language Annals, 47(2), 210–240. https://doi.org/10.1111/flan.12085 https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=ehh&AN=96730565&site=ehost-live&custid=natuniv
WIDA Spanish Language Development Standards Kindergarten-Grade 12
WIDA (2013). The Spanish Language Development Standards Kindergarten–Grade 12.
https://wida.wisc.edu/sites/default/files/resource/Spanish-Language-Development-Standards.pdf
Translanguaging and the bilingual brain : A mixed methods approach to word-formation and language processing
Dumrukcic, N. (2002, May 3). Translanguaging and the bilingual brain: A mixed methods approach to word-formation and language processing (pp. 13-60). Walter de Gruyter GmbH. https://www.proquest.com/legacydocview/EBC/6961650?accountid=25320
Translanguaging and Latinx Bilingual Readers
Garcia, O. (2020). Translanguaging and Latinx bilingual readers. The Reading Teacher, 73(5), 557-562. https://doi.org/10.1002/trtr.1883
Meaningful Writing Opportunities: Write-Alouds and Dialogue Journaling With Newcomer and English Learner High Schoolers
Linares, R. E. (2019). Meaningful Writing Opportunities: Write-Alouds and Dialogue Journaling With Newcomer and English Learner High Schoolers. Journal of Adolescent & Adult Literacy, 62(5), 521–530. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsjsr&AN=edsjsr.48554905&site=eds-live&scope=site&custid=natuniv
“What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities
Martin-Beltrán, M. (2014). “What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities. International Multilingual Research Journal, 8(3), 208–230. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ1033329&site=eds-live&scope=site&custid=natuniv
Writing in Spanish as a Second and Heritage Language: Past, Present, and Future
Elola, I. (2018). Writing in Spanish as a Second and Heritage Language: Past, Present, and Future. Hispania 100(5). 119-124. https://doi.org/10.1353/hpn.2018.0029
The phonetics, phonology and orthography of Spanish
Stewart, M. (1999). The phonetics, phonology and orthography of Spanish. The Spanish Language Today (pp. 43-60). Taylor & Francis Group. https://ebookcentral.proquest.com/lib/nu/detail.action?docID=169194
The Effect of Whole Language Instruction on the Writing Development of Spanish-Speaking and English-Speaking Kindergartners
Kuball, Y., & Peck, S. (1997). The Effect of Whole Language Instruction on the Writing Development of Spanish-Speaking and English-Speaking Kindergartners. Bilingual Research Journal, 21(2/3), 213–231. https://doi.org/10.1080/15235882.1997.10668661
Teaching for Biliteracy: Oracy as a Precursor for Literacy
McAuliffee (2021). Teaching for biliteracy: Oracy as a precursor for literacy [Video]. Google Drive. https://drive.google.com/file/d/1DLZ1bjdDhbVM8ef12nKuHMKyCL3_86Fc/view
COERLL Materials
COERLL. (n.d.) COERLL Materials. https://coerll.utexas.edu/coerll/spanish
IRIS Resource Locator
IRISCenter. (2023). IRIS Resource Locator. https://iris.peabody.vanderbilt.edu/resources/iris-resource-locator/
Actividades de práctica con aprendices del español
The University of Texas at Austin. (n.d.) Actividades de práctica con aprendices del español. https://sites.la.utexas.edu/actividades-spt/
Recursos Educativos Accesibiles y Gratuitos
Orientacion Indujar (n.d.). Recursos educativos accesibiles y gratuitos. https://www.orientacionandujar.es
Un mar de palabras. Estimulación cognitiva.
Un mar de palabras. Estimulación cognitive. (n.d.). Material diverso de estimulación del lenguaje, tanto al amanecer como al atardecer de la vida. https://unmardepalabrasblog.com/