All of these articles gave me a lot of insight on research shown for bilingual lesson plans. In article 2, I read about a strategy used for bilingual learners working on their fluency in reading. This strategy started with the teacher reading the text aloud to the students so they could hear the fluency the teacher uses while reading. This stuck out to me because I believe even though someone might know how to read another language, once its time to read out loud or speak, it becomes hard to be fluent. I experienced this while learning Spanish throughout my school career. According to the article, students are also encouraged to whisper read along with the teacher to get them ready for partner reading. Partner reading is when a pair sits side by side and alternates reading sentences to eachother, eventually paragraphs. They are there to help and support each other throughout the reading process and build their confidence for their independent reading.
Article 5 tells us about pre reading, during reading, and post reading strategies. Using this in a bilingual classroom can be very beneficial to reading comprehension. An example of a pre reading activity for bilingual learners is giving background information before beginning the text. This allows the reader to be comfortable with what they’re reading, and they don’t feel like they’re jumping into something foreign. A during reading exercise could be stopping and paraphrasing each paragraph before going ahead to the next one. This will help the reader get the main idea down and really prompt them to think about what they’re reading. A post-reading exercise could involve partner work and simply discussing what they read with them. This provides peer perspectives and helps the students understand what they just read.
Article 9 talks about a guided reading strategy that seems very efficient for bilingual learners. This strategy involves reading in small groups with a teacher guiding them through the story, stopping along the way to ask questions and comments. This teacher support aides the students in understanding the reading and gives the confidence to try it out independently. I actually observed this in a bilingual classroom, and it seemed to work very effectively. The teacher seemed very engaged in the story which prompted the students to do the same.
References:
Calderón, M., Hertz-Lazarowitz, R., & Slavin, R. (1998). Effects of Bilingual Cooperative Integrated Reading and Composition on Students Making the Transition from Spanish to English Reading. The Elementary School Journal, 99(2), 153–165. https://doi.org/10.1086/461920
Fitzgerald, Ji., & Graves, M. (2005). Reading Supports For All. Education Ledership.
Garcia, E. (1994). Profile of Effective Bilingual Teaching, First Grade. Video Facilitator’s Guide. Meeting the Challenge of Teaching Linguistically Diverse Students, Video Series. Bilingual Research Group.
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