Translanguaging in OCDE Project GLAD®

GLAD Strategy / Translanguaging Component
Cognitive Content Dictionary /
  • During word study, add translations (add to same column under word). Point out cognates*. Can add to separate cognate t-chart being kept (see below for examples) for other cognates that come up in other content areas. Many content area vocabulary have cognates in Spanish. Often the Spanish cognate of more complex English words (Tier III) will be less complex (Tier I). Can try to use translation(s) during signal word repetition, i.e., Teacher: “Correspondence” Students: “Correspondence, correspondencia – to communicate”. Use cognate chart to notice patterns across language. Create second chart for cross-linguistic comparison (see below for example).
  • Newcomers working with bilingual para of same language can keep personal CCD to add home language to final meaning
  • Stumper Words – teams choose words from around the room that have not been used on the CCD, trying to “stump” other teams by choosing an unknown word. Teams may choose words that have been translated into other languages to use as next signal word
*Most cognates share a common entymological origin so most cognates to English vocabulary are with European languages such as English & Spanish.
Learning Log /
  • Encourage literate newcomers to write in home language. Try having them write “Text” side in English and “You” side in home language.
  • Encourage bilingual students to write in both.

Input Charts /
  • Newcomers working with bilingual para of same language can review chart orally in L1.
  • Search for text to provide literate newcomers in home language. For example, Google translate main idea “13 Colonies of United States”… 13 thuộc địa của Hoa Kỳ (Vietnamese). Do image search to find image that looks age-appropriate, click through to page:
  • Same language partners can review chart orally in home language
  • As review, take picture or send home original as home-school connection. Have students tell parents what they learned using visual to support. Ask parents to tell students what they know about the topic in home language.

Team Tasks /
  • “Add to the Walls” -In addition to writing vocabulary and sketches to go with vocabulary on charts, encourage writing vocabulary in home languages.

Rachel Hoff3.3.18

Home School Connection /
  • Set expectations for completing home school connections in home language, at least for oral discussion about topic with family member. Encourage writing in home language for students with literacy skills. If written translations of prompt are not available in language, have students read in English to parents then explain in home language. Practice doing this at school before sending home.
  • When home-school connections are returned, encourage sharing with class in home language. If students are bilingual, have them share in home language then in English.

Rachel Hoff3.3.18

Rachel Hoff3.3.18

CCD Examples:

CCD:

Word / Prediction / Final Meaning / Oral Sentence
correspondence
Spanish-correspondencia
Somali – warqadihiisa
Persian- مکاتبات / xxxx / xxxx / 

Spanish Cognate Chart:

English / Spanish
independence / independencia
tyranny / tiranía
petition / petición
import / importar
navigation / navegación
provincial / provincial
democracy / democracia
line / la línea
area / el área
circumference / la circunferencia

Metalinguistic Chart:

English / Cognate
correspondence
independence
abundance*
dependence* / correspondencia
independencia
abundancia
dependencia

* additional words brainstormed or from other content areas that match pattern

Rachel Hoff3.3.18