In chapter 8 it discussed a reason why we have to teach a balanced bilingual curriculum in the classroom. The textbook “Foundations of Bilingual Education and Bilingualism” by Colin Baker expressed the cognitive theories of bilingualism and the curriculum. There are three theories that make up the cognitive theories for bilingualism; The Balance Theory, The Iceberg Analogy, and The Thresholds Theory. Within the Iceberg Analogy it broke town the 6 parts of the Common Underlying Proficiency. Also within the chapter the book did a great job of discussing the distinctions between basic interpersonal communicative skills (BICS) and cognitive/academic language proficiency (CALP). One of the themes of this chapter that caught my eye was the idea
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In the beginning of the chapter it makes it seem so easy to learn, know and use two languages. However later in the chapter you learn it can take four to seven years to be proficient. What I like most is the two different ways to discuss the same idea. The two pictures help to separate them in the brain. You don’t think having two languages can affect the way someone learns and speaks. We know a child can speak two languages but we do not know the common underlying proficiencies in the student. Seeing the Iceberg Analogy helped me to understand this better, along with the six parts. Similar to this is the Thresholds Theory. The diagram helped me to break down the three levels to have a better understanding. When we are working with children who know more than two languages it is very important to make sure as educators we are taking that into account when we plan activities and assignments. At school they have higher thinking to help them, when they are at home they have the playground or social cue to help them. They do not always speak the same language at home as they do in the …show more content…
As the book mentioned, I cannot play books on tape, the students will get lost in the dramatization of the story. It is better for me to read the book and exaggerate voices and use my hands. The chart on page 176 of the textbook breaks down different ways in which scaffolding will help in the classroom. I am not currently in a classroom, but I do teach at a gym on the weekends. The age group is a little young but I do have kiddos that have a hard time speaking. I make sure to get down on their level so we are eye to eye and I really try and listen. I have them repeat words they are having a tough time with, and we talk about what the word means and how to use it correctly. I also want to use art projects to make them feel proud of the languages the students will speak. As a future teacher I have to realize the beauty in the different languages spoken in the classroom, and I have to be prepared in my teaching
In the beginning of the chapter it makes it seem so easy to learn, know and use two languages. However later in the chapter you learn it can take four to seven years to be proficient. What I like most is the two different ways to discuss the same idea. The two pictures help to separate them in the brain. You don’t think having two languages can affect the way someone learns and speaks. We know a child can speak two languages but we do not know the common underlying proficiencies in the student. Seeing the Iceberg Analogy helped me to understand this better, along with the six parts. Similar to this is the Thresholds Theory. The diagram helped me to break down the three levels to have a better understanding. When we are working with children who know more than two languages it is very important to make sure as educators we are taking that into account when we plan activities and assignments. At school they have higher thinking to help them, when they are at home they have the playground or social cue to help them. They do not always speak the same language at home as they do in the …show more content…
As the book mentioned, I cannot play books on tape, the students will get lost in the dramatization of the story. It is better for me to read the book and exaggerate voices and use my hands. The chart on page 176 of the textbook breaks down different ways in which scaffolding will help in the classroom. I am not currently in a classroom, but I do teach at a gym on the weekends. The age group is a little young but I do have kiddos that have a hard time speaking. I make sure to get down on their level so we are eye to eye and I really try and listen. I have them repeat words they are having a tough time with, and we talk about what the word means and how to use it correctly. I also want to use art projects to make them feel proud of the languages the students will speak. As a future teacher I have to realize the beauty in the different languages spoken in the classroom, and I have to be prepared in my teaching