Looking for resources that will engage all students but especially your heritage Spanish speakers? This year I led teachers on an in depth professional learning experience around engaging heritage Spanish speakers. The goals we set were looking at raising awareness of heritage Spanish speaker populations within our schools, reflecting on our own beliefs about teaching heritage Spanish speakers, exploring effective instructional strategies that would engage all, and discussing ways parents could serve as partners in their child's education.
Check out the resources below for more information on how you can engage all in learning!
Check out the resources below for more information on how you can engage all in learning!
vocabulary development
Vocabulary Template: Strategy number 1 is around Engaging students in vocabulary and allowing them to contribute!. In this strategy, students are first asked to identify words they may or may not know by placing an x in the first two categories or actually writing the definition in column three. Then, they are given a chance to share with a partner what they know by comparing answers. This strategy is great for heritage learners because they are also given the opportunity to list other words that they may use for the same word and at the end, the teacher would give the standard definition that will be used in class but at the same time valuing other definitions at the same time.
Word Generation: Another way to engage students through vocabulary is through Cognate Awareness. A project that was conducted through the Center for Applied Linguistics, entitled, VIAS which stands for Vocabulary Instruction and Assessment for Spanish Speakers did several studies around engaging heritage Spanish speakers and vocabulary acquisition. One of their sub projects was called EVOCA which stands for Enhancing Vocabulary through Cognate Awareness.
In this strategy, students do what is called a Word Generation. Before teachers begin a vocabulary lesson, students are asked to generate as many words as possible in the Target Language that they know around this topic. This could be on sticky notes or on their own paper. Students come up to chart papers posted on the board or around the room and they post their notes. Students then do a gallery walk around the room looking at words, making connections with the words they wrote and writing down any words that appear to be cognates. After students are able to generate their own lists, students get to decide on the top 10 words that are most critical connected to theme. Students keep both their personal list as well as top 10. If teacher feels there are other words that students will need, he/she will provide a list. Keep in mind that many of the learners will still need a definition but this will still engage Heritage learners as feeling empowered and engaged in their contributions.
Other variations of this strategy are called List-Group-Label. This is where students first generate a list of the all the words they know around the topic, then group words together and then label the groups they created.
In this strategy, students do what is called a Word Generation. Before teachers begin a vocabulary lesson, students are asked to generate as many words as possible in the Target Language that they know around this topic. This could be on sticky notes or on their own paper. Students come up to chart papers posted on the board or around the room and they post their notes. Students then do a gallery walk around the room looking at words, making connections with the words they wrote and writing down any words that appear to be cognates. After students are able to generate their own lists, students get to decide on the top 10 words that are most critical connected to theme. Students keep both their personal list as well as top 10. If teacher feels there are other words that students will need, he/she will provide a list. Keep in mind that many of the learners will still need a definition but this will still engage Heritage learners as feeling empowered and engaged in their contributions.
Other variations of this strategy are called List-Group-Label. This is where students first generate a list of the all the words they know around the topic, then group words together and then label the groups they created.
P.I.D.: It stands for Palabra, Información, Dibujo. (Word, Information, Drawing) This is a similar concept to the vocabulary frame flashcards but what I really like is that it keeps students in the target language.
Concept attainment: You have probably seen strategy used in a variety of ways. In this strategy, students are shown all of the words from the vocabulary list but they are asked to create a title for the category. With this strategy, the teacher should put an image next to the vocabulary word. On the right side of the list, students are able to put their ideas. After sharing with other classmates and as a class, teacher reveals the title. Teacher may even be flexible and allow for a class generated title that all students agree on.
Frayer Model: In this strategy called the Frayer Model, there is a graphic organizer that helps students to learn new vocabulary by not only defining the term in their own words, but contextualizing it through authentic examples and visual representations. Here are the steps: Identify and list the essential vocabulary for the unit. Working in groups of 3-4, assign each team or each student one-two terms. Model the strategy to students with one of the words from the list and then allow students to develop their own examples. So, let’s take a look at what students need to do. If done individually, allow students to share with their team members. If done as a group, students can do a gallery walk, or assign roles to a presenter for a presentational task.
Literacy Development
Turn your students into good readers! There is a critical need to build literacy and proficiency in Spanish. Research tells us that by studying Spanish and engaging in reading strategies will not only strengthen the language of study but also home languages. Check out the strategies below:
Wreck the Text: Highlighting the choices the author makes in the text. How could you rewrite this sentence? How does your word choice change the meaning? Why do you think the author made the word choices he did?
P.O.P Reading: (Predicción! Observación! Pregunta!): This is where students get a text and before reading they must write a prediction. Once they have read, they write an observation and then a question.
cooperative learning
Research has consistently endorsed the use of structured cooperative learning as a major strategy for teaching in diverse learning environments. Cooperative learning provide learners with essential opportunities to use language in meaningful, purposeful, and interesting ways, build self-esteem and self-confidence, and develop academic, communication, and social skills. Take a look at some of our favorite strategies below for cooperative learning.
- Strategies by Laura Candler
- Strategies by Kagan
culturally relevant instruction
One of the biggest ways to motivate, encourage, and engage Heritage speakers is by including culturally relevant instruction. The definition by Teaching Tolerance is as follows: Culturally responsive teaching recognizes the importance of including students’ cultural references in all aspects of learning, enriching classroom experiences and keeping students engaged as well as helping students find and value their own voices, histories, and cultures.
Take a look at the resources below:
Take a look at the resources below:
activities
Line ups: Line ups get students up and out of their seats and allows for interpersonal communication I had the teachers line up by their favorite Spanish speaking destination either country or city. This can be somewhere they have traveled, are from, have family, have always wanted to go, etc. Then I had teachers talk with the person to the right of them and share your name and school and 1 interesting fact/travel area from the city you choose.
13 word posters: I used picture cards with teachers for them to brainstorm what it made them think of then how it connected to heritage Spanish speaking students and learning. Participants loved these cards because it allows for heritage Spanish speakers to feel valued for their contributions and the many ways to express items. This really opened their minds to allowing for more than one option or correct use of language.
13 word posters: I used picture cards with teachers for them to brainstorm what it made them think of then how it connected to heritage Spanish speaking students and learning. Participants loved these cards because it allows for heritage Spanish speakers to feel valued for their contributions and the many ways to express items. This really opened their minds to allowing for more than one option or correct use of language.
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