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Amistad Staff Study Blog

Oct 24
Teaching With Poverty In Mind Chapter 3

​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?  

Sep 19
Our book for 2014/2015 school Year

Have you started reading the book yet?

Quote from the book:

Most schools teaching kids from poverty do underperform, and those accountable often make excuses about "those kids." But kids who get wraparound support are able to stop dwelling on their problems and limitations and to start focusing on the educational opportunities available to them. Until your school finds ways to address the social, emotional, and health-related challenges that your kids face ever day, academic excellence is just a politically correct but highly unlikely goal.​   (Pg 69-70)

We can do this!!!  (I know, I say that a lot.)

How are we already doing this and where/what more can we do?​

Dec 08
Sociolinguistic Premises about Teaching for Biliteracy

​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:"

  1. Spanish I the United States is a minority language within a majority culture.
  2. Students use all of the languages in their linguistic repertoire to develop literacy.
  3. Spanish and English are governed by distinct linguistic rules and cultural norms.

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?

Nov 20
You are a biliteracy practitioner

​Describe how you see yourself as a biliteracy practitioner, even if you teach in a general ed classroom.

Nov 13
Welcome to our Book Study Blog

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No, this isn't actually my picture. I just haven't gotten around to updating this section. It's good to know that someone is reading every last word though. Thanks!