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Encourage back-and-forth exchanges. • Tune into children’s interests and experiences and talk about them. • Take turns communicating. • Show that you are interested in what they are doing and listening to what they say. • Provide time for children to respond. 3. Invite children to talk about what they are doing.
sion making to use children’s data to drive changes in their level and intensity of support (Carta & Young, 2019; Burns et al., 2016). Using this framework, educators can support Spanish-speaking children by infusing their universal instruction (i.e., Tier 1) and intervention with culturally and linguistically responsive practices. A recent ...
The more you engage with babies and toddlers in this way, the more they learn to understand and use new words and concepts. Below are some tips for talking with babies and toddlers and engaging in high-quality back-and-forth interactions. Move to the child’s level and make eye contact. Mirror the child’s tone.
primary language that immigrant children bring to the classroom, and the potential of these children for becoming bilingual and bi-literate. The focus of the review is on research concentrated on school children who are developing literacy in two languages or have become literate in Spanish before starting school in an American classroom.
action, along with chapter-specific professional learning activities for use in staff meetings or professional learning communities; and (3) selected resources for further information and assistance, most of which are available online at no cost. The tool kit includes five chapters: Chapter 1: Who Are Our Newcomers?
their learning mainly through games or game-like activities. It is then not surprising that most educational activities in the preschool years try to simulate games” (1990, 446). Though the game 2 Other game based platforms studied were for instance Movie Star Planet, www.moviestarplanet.com and Global Conflicts,
The fieldwork for this study was conducted in a 4-credit second semester of a two-semester Intermediate Spanish sequence. Data were collected through participant observation and the review of primary documents (students assignments). Findings show that relating the course content to students' realities and
Presents some examples of bilingual and Spanish materials that can be prepared in the classroom based on current practical theories on the teaching of literacy. Describes ways to incorporate the alphabet into bilingual activities. Considers the use of an illustrated songbook. (SG)
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