There is a lot of good material in this chapter that needs to be chewed on. Out of it all I see one idea/topic that really stands out. It is the idea on page 46 that says, "If we want our students to change, we must change ourselves and the environments students spend time in every day." We are part of that environment.
Are you ready to change if needed? Can you?
Brains can a do change. Brains are designed to change. (pg 47) This applies to me as well. (Applies to us all.)
How can we capitalize on the research that is being presented to us in this book?
Have you started reading the book yet?
Quote from the book:
We can do this!!! (I know, I say that a lot.)
How are we already doing this and where/what more can we do?
From the text, page 5, "Three fundamental sociolinguistic premises capture the complexity of teaching for biliteracy in Spanish and English in the United States and they can be adapted to any two languages used in biliteracy instruction. According to these premises, teaching for biliteracy in the United States is different than teaching for monolingual literacy because of the following:"
My question is: As educators, which premise do you think is the greatest challenge while trying to teach for biliteracy in Spanish and English? How so?
Describe how you see yourself as a biliteracy practitioner, even if you teach in a general ed classroom.
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