Professional Goals

 

1. Effective Use of Translanguaging for Multilingual Learners (MLs)

         As educators and students' advocates, we have learned that translanguaging is more than a scaffolding strategy or multimodality method. Translanguaging, language practice of bilingual people, is a stance we take as an act which is "focused on reinterpreting language as a decolonizing process and liberating the language practices of bilingual minorities population" (Garcia & Kleifgen, 2019).  

 From the perspective of language development and learning, Celic & Seltzer (2013)  state that English learners adapt their language practice to maximize their understanding and meaning-making, and this usage of  language and fluidity between two or more languages is the norm in bilingual families. 

I work with kindergarten and 1st grade MLs in my residency placement. Students in K- 2 grade, including MLs, learn phonological awareness and phonics as early readers and develop reading literacy skills, such as decoding, recognition, and fluency. By providing instruction with the stance of translanguaging, teaching early literacy to multilingual students who already posess their linguistic background in their home language makes instruction more comprehensible and rich.

My goal of teaching with the use of translanguaging for my MLs  is to include oral discussion in students' home languages during pre, during, and post read-aloud. This method is especially engaging when the literature has elements of the students' home language or culture that they can easily relate to. After discussion with a partner who shares the same home language, the class will share as a whole group, promoting the concept of fluidity of language practice to the students. Another goal with translanguaging is to implement more diverse modes, such as visual, kinesthetic, auditory, drawing, gestures, sounds and more. Lin (2019) referred to this aspect of translaguaging "as a way to broaden the focus to analyze language as intertwined with many other semiotic resources in meaning making, as a whole body sense-making process" (Lin in Garcia & Kleifgen, 2019, p. 557). All these elements will be used for my MLs of younger grades for the meaning-making process of new learning and engaging learning experiences. 

 

2. Professional Disposition: Communication with teachers

         To become an effective teacher as well as an advocate for my MLs, collaboration with general teachers through regular communication is also one of my priority goals.  According to He & Bagwell (2021), teachers believe that shared responsibility and exchange of content and pedagogical strategies between non-ESL and ESL teachers are important to ensure students' success. The collaboration between the teachers is also important in my practice as the teaching model  is push-in & pull-out, and ongoing conversation with the room teachers is an effective method to offer more cohesive support for MLs and identify their academic needs. 

Exchanging student information in informal ways with other teachers during transitions has been one of the effective ways to gauge students' progress and come up with a means of extra support for students when necessary. Information exchange comes from various sources, from observation, assessment data, to family background information and others. 

 

 

 

 Certificate of Training on the Science of Reading by OSSE, March 2023