Educational
Philosophy confirmed by ELA/ELD Framework
Promoting Bilingualism and
Biliteracy
Recently at a California Conference, a colleague asked:
"Whose research do you follow?” That
was such a good question; I didn't know how to answer exactly. There is so
much. As a Bilingual Teacher, I know personally how important brain research is
to understand how language acquisition occurs. We need to teach children how to
learn. The question still remains, "What research do I follow?" I
don't want to reference something I read long ago, no matter how relevant. How
do I answer that question appropriately?
The California ELA/ELD Framework references a lot of the
prominent researchers. I am so surprised to find my educational philosophy and
the actual mission of our program to be outlined in this document! I guess my
philosophy can be summed up by this simple statement: "For all students,
bilingualism is a cognitive and linguistic asset."
In this Chapter 2, it gives specifics of what educational
programs should be focusing on and how these goals are supported by research. Really good research. For ELL's the most impact is made
when educators apply brain research and language acquisition--talk about BEST
Practices!
For years I have been promoting the idea that what we learn
in one language strengthens and improves our second language. Whether you are learning Portuguese and
Spanish, Arabic and English, or English and Spanish; the language order doesn’t
matter. Language skills are language
skills. Of course, languages are
different, but the WAY that we learn languages is not. Look back to brain research. We know that our brains are trying to make
sense out of new concepts. As humans, we
are constantly trying to understand what we see, hear and read. Educators must be informed about brain
research and language acquisition since most every field addresses the
acquisition of a new language. Whether
it is jargon in the sciences, grammar terms, or mathematical concepts with
labels that aren’t familiar to students; for ELL’s all of this is new
language.
“English learners come to California schools w with a
valuable resource— their primary language— which enhances rather than detracts from
their learning of English (August and Shanahan; Genesee, and others 2006. Language
and literacy skills and abilities (such as phonological awareness decoding,
writing, or comprehension skills) can be transferred from students’ primary
language to English. Teachers facilitate this transfer in many ways and help ELL’s
develop English through strategic use of primary language resources.”
Yes! This is it!
I recommend that all Bilingual/Dual Language educators and
anyone who works with any ELL's refer to this document to review what
California is setting in place. It is more than a step in the right direction;
it is a basis for an educational philosophy.
Lori
Morris, Kishmorr Productions, LLC
Founder/Owner
Lee
con Ángel- Spanish Reading Program & App
