Category Archives: ELL/ESL and Bilingual Books

Using Dual Language and Bilingual Books in First and Second Grade

Jill Eisenberg is our Resident Literacy Expert. Jill began her career teaching English as a Foreign Language to second through sixth graders in Taiwan as a Fulbright Fellow. She went on to become a literacy teacher for third grade in San Jose, CA as a Teach for America corps member. She is certified in Project Glad instruction to promote English language acquisition and academic achievement. In her column she offers teaching and literacy tips for educators.

Note: This lesson can be done with other books, but dual language/bilingual books offer a unique opportunity to engage non-English speaking parents in the classroom and provide a way to continue rigorous discussions with their children at home regardless of English in the home. Bilingual books additionally underscore the diversity of our classroom communities and equalize parents as teachers in students’ minds.

Last week, I spoke about my experience teaching in a school where nearly 85% of my students were English Language Learners and English was not the primary language spoken at home. Using a bilingual book with a Spanish-speaking parent in the classroom is a strategy I learned teaching in San Jose, CA as a part of a parent engagement program called “Los Dichos de la Casa” by Silicon Valley YMCA.

Whether your classroom has only a few English Language Learners (ELLs) or a majority, bilingual and dual language books can encourage close reading of a text and increase accessibility of the text to ELLs. Over the next few posts, we will model how bilingual and dual language books are being used in classrooms to foster deep, critical thinking and a love of reading.

Continue reading

Using Dual Language and Bilingual Books and Parent-Volunteers to Foster Deep Thinking

Guest Blogger IconJill_EisenbergToday we’re excited to introduce Jill Eisenberg, our new Resident Literacy Expert! Jill began her career teaching English as a Foreign Language to second through sixth graders in Taiwan as a Fulbright Fellow. She went on to become a literacy teacher for third grade in San Jose, CA as a Teach for America corps member. She is certified in Project Glad instruction to promote English language acquisition and academic achievement. In her column she offers teaching and literacy tips for educators.

When I taught third grade literacy in San Jose, CA, nearly 85% of my students were English Language Learners and English was not the primary language spoken at home, if at all. The school day was the main source of English exposure and I, like many other teachers in similar communities, felt it was up to my colleagues and me to pack as much English instruction into the school day to make up for the time away from English at home. Many classrooms across the U.S. face similar demographics and teachers know how critical it is to create an English language-rich environment in order to maximize student interaction and practice with the language. Using Bilingual/Dual Language Books and Parent Volunteers to Foster Deep Thinking

Continue reading