Dr Rae Si'ilata - r.siilata@auckland.ac.nz
Translanguaging & storying with Pasifika dual language texts’ to support classroom teachers, Reading Recovery teachers and literacy specialists to make meaningful connections with the languages, cultures and identities of Pasifika students. Rae is sure to capture us with her naturally engaging manner.
Love of language and culture puts academic on path of success
Dr. Rae Si'ilata
Students come with their own linguistic language. We need to seek them out in order to aid in their experience at school.
Giving migrant families a way to stay connected to where they come from.
Translanguaging is the process whereby multilingual speakers utilize their languages as an integrated communication system.
It is a dynamic process in which multilingual language users mediate complex social and cognitive activities through strategic employment of multiple semiotic resources to act, to know and to be. It involves issues of language production, effective communication, the function of language, and the thought processes behind language use
Whakatauki
Unuhia te rito o te harakeke
Kei hei te ko’mako e ko?
Ki mai ki au
He aha te mea nui o tenei ao
Maku e ki atu
He tangata, he tangata, he tangata
Pluck out the heart of the flax
Where will the bellbird sing?
Ask me,
What is the greatest thing of this world?
And I will reply
It is people, it is people, it is people
Before and After Vocabulary Grid - Communicative Tasks
We need to create a lot more communicative opportunities in the classroom
Reading and Vocabulary Strategies: Before and after vocabulary grid
ESOL Principles:
Most strategies can be used to support all seven of the ESOL principles dependent upon how the teacher decides to use the strategy within their teaching and learning planning cycle. This strategy is usually used to support:
Principle 1: Know the learner- finding out about learners’ language and schooling backgrounds and their prior knowledge, using approaches that build on prior knowledge. What do you know about your students' language skills? What do you know about their prior knowledge? How will you find out this information? How will it affect your planning?
Principle 2: Identify the learning outcomes including the language demands of the teaching and learning. What language do the students need to complete the task? Do the students know what the content and language learning outcomes are?
Principle 3: Maintain and make explicit the same learning outcomes for all the learners. How can I make the lesson comprehensible to all students? How can I plan the learning tasks so that all the students are actively involved? Do my students understand the learning outcomes?
Principle 5: Provide multiple opportunities for authentic language use with a focus on students using academic language. Is the language focus on key language? Do I make sure the students have many opportunities to notice and use new language?
Principle 7: Include opportunities for monitoring and self-evaluation. Am I using 'think alouds' to show students my strategy use? What opportunities are there for reflection and self-evaluation?
Students need time to practice target vocabulary
Receptive - listening reading, looking
Productive - writing, moving, speaking
Put yourself in the position of the learner!
Giving time to communicate, mind map, sharing in the stronger language and then report back in English.
This teacher support material supports teachers in English-medium junior classrooms working with bilingual Pasifika students. It is designed to help teachers work in partnership with families and Pasifika communities to build students’ English language and literacy, utilising the strengths they bring from their first language. This will help teachers and synciates think about how to use the dual language books in their classrooms.
As I sit here listening to the lecturer I am thinking about the students within my classroom.
What can I do to incorporate their primary language ( Samoan, Tongan, Chinese, Filipino, Cook Island Māori) into their learning in order to accelerate them?
Translanguaging - Creative translation activities and "translanguaging" have a role to play within communicative approaches to language and literacy learning "as a means of enabling learners to create multimedia texts that communicate in powerful and authentic ways with multiple audiences in both L1 and L2"
Another thought occurred to me. Seeing as 70% of what we learn comes from our peers, could I set up a template for students to use in order to develop lessons for others to learn how to speak in their native language. I had a colleague who had Māori students come to various classes to teach Te Reo Māori lessons. It was great. Why couldn't I develop that within my own class. It would be a way to develop Ako.... wouldn't it???
The only issue I see is how to accomodate for all of the different cultures in my class?
Any ideas?
"Don't try to be the role model in a language that you are not strong in"
I wondered: What could/would translanguaging look like in my classroom?
What does translanguaging look like in your learning environment?
What are your thoughts?
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