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"Spanish language materials Bilingual."
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The wizard of Oz = El mago de Oz
After a cyclone transports her to the land of Oz, Dorothy must seek out the great wizard in order to return home to Kansas.
BOOK
Inglés Exprés
Director de la colección Robert Wilson. Si nos paramos a analizar la cantidad de tiempos muertos que hay en nuestra vida cotidiana, y nos imaginamos unas lecciones ideadas para que se puedan estudiar en 30 minutos, veremos que aprender o perfeccionar el i.
eBook
The legend of Ponciano Gutiérrez and the mountain thieves
\"Recounts Ponciano's run-in with Vicente Silva and his bandits, who history confirms murdered, stole, and rustled cattle throughout the 1880s. It's the story of a farmer outwitting Silva in a folktale that shapes our understanding of the cultures of northern New Mexico\"-- Provided by publisher.
Book
The lizard and the sun = la lagartija y el sol
A traditional Mexican folktale in which a faithful lizard finds the sun which brings light and warmth back to the world.
Book
Teaching Bilingual Learners
Students are expected to comprehend and produce increasingly complex texts in upper elementary school, and academic language and literacy skills are considered critical to meeting these expectations. Notions of academic language are also controversial and require careful deliberation when applied to traditionally minoritized populations, including bilingual learners who negotiate more than one language in their daily lives and have varied linguistic repertoires. In the present study, the authors report on a quasi-experimental field trial of a theoretically grounded and language-based reading intervention framed around language components (semantics, syntax, and morphology), language functions, discussion, and reading comprehension. A sample of 239 Portuguese–English and Spanish–English bilingual students in grades 4 and 5 worked in small instructional groups to explore language, apply reading strategies, and discuss and write about big ideas in text. Half of the students were assigned to the intervention group (n = 119) and the other half (n = 120) to a business-as-usual control group. Classroom teachers (n = 12) and specialists (n = 10) implemented the intervention with small groups of four to six students. Results showed practically meaningful effects of the intervention on standardized measures of both academic language (Hedges’s g = 0.248) and reading comprehension (Hedges’s g = 0.166), with implications for theory, research, and classroom practice.
Journal Article
Cognate Instruction and Bilingual Students’ Improved Literacy Performance
Spanish–English cognates (words from ancestrally related languages similar in appearance and meaning) are plentiful in students’ reading materials, but few researchers have documented elementary‐age bilingual (Spanish–English) students’ actual use of cognates. The authors drew from two qualitative research studies to show how bilingual students can be taught to use cognates to improve their spelling, writing, and reading. The third‐grade teacher's instruction included a cognate definition and examples, identification of the written similarities and differences in Spanish–English cognates, and the completion of cognate lessons related to the students’ English instruction on electricity. The fourth graders received cognate instruction to support their English reading comprehension. After instruction, most of the third graders used cognates for spelling and writing but not for reading, whereas most of the fourth graders used cognates to improve their English reading comprehension. Recommendations are made for how to teach cognates to bilingual students in bilingual, English‐only, and English as a second language classrooms.
Journal Article
My very first book of shapes = Mi primer libro de figuras
Can you find what is round? What is square? Find the bottom half of a page that matches the top half.
Book
Toward a \Corridista\ Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos
This article examines instances of a U.S.-Mexican transnational youth honing his critical translingual literacy skills through his engagement with corridos, Mexican balladry in Spanish that often emphasizes injustice and border strife. The author relies on ethnographic classroom observations, the student's journals, and semistructured interviews to provide a glimpse into the complexities and sophistication of the bilingual youth's everyday language and literacy practices in an era of vehement anti-immigrant rhetoric. This inquiry asks, (a) What do literacy practices deeply rooted in corridos look like? (b) How does one youth read and engage with the Mexican musical genre of corridos to make sense of his social and political world? and (c) What are the environments and educational settings that supported this literacy development? Findings detail a transnational youth's corridista (balladeer) consciousness and its concomitant language and literacy practices that shape and are shaped by his participation in both his Tijuana communities of origin and his Los Angeles communities. Specifically, this study showcases a student's uses of literary devices, including allegory, to describe myriad forms of oppression and resistance found in corrido lyrics and throughout the lives of U.S.-Mexican transnational youths. Attention to literary genres that are often unsanctioned in traditional English-medium classrooms and recognizing the complex cognitive abilities of bilinguals can harvest critical insight about literacy education in and out of school. Implications from this study highlight meaningful learning contexts for transnational adolescents' literacies and how engagement of these literacies might be (re)conceptualized through an ethnic studies and Chicanx/Latinx Studies lens.
Journal Article