THE SPANISH PEDAGOGICAL DISCOURSE OF BILINGUAL STUDENT/TEACHERS

First International Conference on Heritage/Community Language Education February 19-21, 2010 THE SPANISH PEDAGOGICAL DISCOURSE OF BILINGUAL STUDENT/TEACHERS Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

First International Conference on Heritage/Community Language Education February 19-21, 2010 Mainstream Language classroom Foreign Language classroom • WRITING Heritage Language classroom Second Language classroom • Students’ • perspective • Writing Process • Oral to writing • Reading to writing • Academic Literacy • Different contexts • Teachers’ • perspective • Writing instruction/teaching • Feedback Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

First International Conference on Heritage/Community Language Education February 19-21, 2010 • BILINGUAL • TEACHERS’ WRITING • SPANISH • Few courses in Spanish for teachers • Second language acquisition, diversity, • multiculturalism, etc. • Strategies for English Learners. • Topics in English. • To develop high level of Spanish • Proficiency (colloquial and academic registers) • Teachers’ language awareness Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

First International Conference on Heritage/Community Language Education February 19-21, 2010 RESEARCH QUESTION Which linguistic features characterize the pedagogical discourse written in Spanish by undergraduate students and student/teachers pursuing a bilingual teaching credential? Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

First International Conference on Heritage/Community Language Education February 19-21, 2010 SETTING • Classes conducted inSpanish • Instruction based onhands-on activities • Student-centered activities • Authentic reading (articles) • Purposeful writing (journal) Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

First International Conference on Heritage/Community Language Education February 19-21, 2010 PARTICIPANTS (N=15) 7 undergraduate students 8 BCLAD students 12 females/ 3 males 4 born in Spanish speaking countries14 heritage speakers Strong writers (5 BCLAD/ 4 Undergrad) Weak writers ( 3 BCLAD/ 3 undergrad) Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

First International Conference on Heritage/Community Language Education February 19-21, 2010 METHOD OF ANALYSIS • Language in context (situated) • Meaningful • Users of language • Social Constructivism • Writing activity within the profession • Systemic Functional Linguistics • Interpersonal, Experiential and Modal dimensions • DATA COLLECTION • 135 JOURNALS • 30 COMMENTS Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

First International Conference on Heritage/Community Language Education February 19-21, 2010 Interpersonal dimension Which type of distance did writers establish with their interlocutor? Did writers present an outside or an inside perspective of the teaching role? Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

First International Conference on Heritage/Community Language Education February 19-21, 2010 Interpersonal dimension: SHORT DISTANCE To give explicit instructions: lo trozas en tiras… del color que más te guste…pones a calentar agua y le agregas harina y lo revuelves hasta que te quede una consistencia algo espesa … (“… you break it in stripes … of the color you like the most… (you) heat water and add flour and stir until you get some stick consistency…”) To explain procedures Por ejemplo, cuando estás dividiendo el dividendo es el número que estás dividiendo … (“For example, when you are dividing, the dividend is the number that you are dividing…” ) Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

First International Conference on Heritage/Community Language Education February 19-21, 2010 Interpersonal dimension: SHORT DISTANCE Togeneralize the participant/s La alternancia de códigos es cuando cambias de lengua/registro… (“Code alternation is when you change language/register…”) To narrow the addresseetoeducational agents Por ejemplo, al hacer un libro tú misma/o puedes modificarlo específicamente para tus estudiantes… (“For example, when making a book you can modify it, especially for your students…“). Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

First International Conference on Heritage/Community Language Education February 19-21, 2010 Continuum from outside:he/she/they (“teacher(s); student(s); the classroom”). The other Interpersonal dimension TEACHING position To inside perspective:I/We (as teachers), (“my/our future students”), impersonal forms (“one as a teacher”) Inclusive Undergrad and BCLAD students were closing the gap between outsiders/insiders. Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

First International Conference on Heritage/Community Language Education February 19-21, 2010 Experiential dimension Did writers incorporate technical words and expressions from the educational field ? Did writers reflect on their own Spanish development? Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

First International Conference on Heritage/Community Language Education February 19-21, 2010 Experiential dimension PEDAGOGICAL TERMS Content-based specific: balanza (“scale”), pentagrama, común denominador (“common denominator”) Educational vocabulary: Alfabetización (“literacy”), investigaciones escolares (“scholastic investigations”), facilitar el aprendizaje (“to facilitate the learning”). Technical vocabulary: Andamiaje (“scaffolding”), zona de desarrollo próximo (“Zone of proximal development”). Acronyms:BICS, CALP, EFL, ELD . Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

First International Conference on Heritage/Community Language Education February 19-21, 2010 Experiential dimension PEDAGOGICAL TERMS La característica de integración de lengua y aéreas de contenido enfoca la teoría que dice si les integras vocabulario a los estudiantes a corta edad sobre un tema… esos estudiantes van a entender la materia mejor... En la lectura sobre el aprendizaje los estudiantes aprendieron sobre la materia de ciencias… (“The characteristic of language and content areas integration focuses on the theory that saysthat if you integrate vocabulary about a topic to the students at early age … these students are going to better understand the subject matter…In the reading about learning, students learned about science subject…”). Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

First International Conference on Heritage/Community Language Education February 19-21, 2010 Experiential dimensionSPANISH LANGUAGE AWARENESS Structure: comparison and contrast between L1 and L2. Vocabulary: specialized, technical terms. Register: colloquial/formal Spanish, Academic language. Sociolinguistic notions: norm, dialects and variants. Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

First International Conference on Heritage/Community Language Education February 19-21, 2010 Experiential dimensionSPANISH LANGUAGE AWARENESS Yo no sabía la palabra esfumar. Yo sé cómo hacerlo cuando estoy usando los pasteles al óleo, pero no sabía la palabra en español. (“I did not know the word shade painting. I know how to do it when I am using oleo pastels, but I did not know the word in Spanish”). … En el pasado, mi vocabulario sobre materias siempre ha sido un vocabulario “de la calle” por decir. Lo importante sobre el español formal es que *en un lugar como la escuela tiene que desarrollar al estudiante en forma escolar. (…“In the past my vocabulary about subject matters have always been, say a “street”vocabulary. The important (thing) about formal Spanish is that *in a place like school, it has to develop the student in a scholar way”). Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

First International Conference on Heritage/Community Language Education February 19-21, 2010 MODal dimension How did writers present the reading material? Did they elaborate ideas from the text? Did writers present an outside or an inside perspective of the reading material? Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

First International Conference on Heritage/Community Language Education February 19-21, 2010 MODal dimension PRESENTATION OF TEXTS’ IDEAS From… Projecting clauses: … el artículo dice que (“the article says that”) … la teoría explica que (“the theory explains…”)…. El autor menciona que… (“The author mentions that”). Quotes and citations, verbatim. To… Abstract expressions and nominal clauses El artículo discutió el uso del arte con literatura (“The article discussed the use of art with literature…”) Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

First International Conference on Heritage/Community Language Education February 19-21, 2010 Modal DIMENSIONINSIDE/OUTSIDE PERSPECTIVE Continuum from detached and external perspectives to integrated use of the reading material/theory to the practical teaching experience. Negotiating meaning with the author. It includes: Expressing opinion, (dis) agreements, (dis) satisfaction: me parece bien (“I think it is right”), no me gustó cuando… (“I did not like when…”) , etc. Use of modal verbs (“should/must”), etc. Objective impersonal constructions, es necesario (“it is necessary” ), es evidente (“it is evident”), etc. Subjective impersonal expressions, es obvio (“It is obvious”), está claro ( “it is clear”), etc. Do’s and don’ts : teachers’ value system. Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

First International Conference on Heritage/Community Language Education February 19-21, 2010 Modal DIMENSIONINSIDE/OUTSIDE PERSPECTIVE Para mí el artículo de Hudelson et al. …nosotros, como maestras/os podamos tener las conversaciones… Yo, como maestra, reconozco la importancia del arte … en mi salón… Finalmente, yo creo que …necesitamos plantear problemas que van a desafiar a nuestros estudiantes… Los artículos han demostrado cómo el arte puede ser un gran beneficio para la educación denuestros estudiantes… (“To me the article by Hudelson et al. … we as teachers can keep our conversations…. As a teacher I recognize the importance of art … in my classroom… Finally, I believe that… we need to state problems that are going to challenge our students… Articles have showed how art can be very beneficial to our students’education …”) Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

First International Conference on Heritage/Community Language Education February 19-21, 2010 The participants of this study showed a general progress in their writing skills in Spanish, based on increasing exposure and practice. Their texts grew in length, expansion, and elaboration. RESULTS 1 Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

First International Conference on Heritage/Community Language Education February 19-21, 2010 In-depth analysis showed two main areas of growth: 1) Development of a teaching Position. 2) Development of Spanish for pedagogical purposes. RESULTS 2 Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

First International Conference on Heritage/Community Language Education February 19-21, 2010 Creation of a pedagogical discourse based on:1) Close distance and assumption of a teaching position (Interpersonal dimension). 2) Technical vocabulary from the educational field and reflection upon one’s language development (Experiential dimension). 3) Blend of authoritative voices (theory) and teaching experience (Modal dimension). Conclusion/SUMMARY Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

First International Conference on Heritage/Community Language Education February 19-21, 2010 DISCUSSION Perspective as professionals in education Teacher’s discourse in Spanish includes colloquial and academic registers. Most successful writers combined sayings, comparisons and examples from everyday language, with technical terms, nominalizations and abstract expressions from academic language. To support their position as bilingual teachers, they express a set of values by means of modal verbs (should/must) expressing the do’s and don'ts. Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

First International Conference on Heritage/Community Language Education February 19-21, 2010 PEDAGOGICAL DISCOURSE Como maestros nosotrostenemos la obligación de hacer nuestro salón y la escuela un lugar donde todos los padres se sientan incluidos y dispuestos a hacer preguntas y participar... Como maestrospodemos realmente conectar con los padres y tenerlos de nuestro lado para formar una alianza en la educación de su hijo/a. (“As teachers wehave the obligation of making our class and school a place where all parents feel included and able to make questions and participate... As teachers wecan really connect with parents and have them at our side to make an alliance in their son/daughter’s education”). Laura Dubcovsky <ledubcovsky@ucdavis.edu> University of California, Davis School of Education

THE SPANISH PEDAGOGICAL DISCOURSE OF BILINGUAL STUDENT/TEACHERS