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Students participating in
metalinguistic skills.
Subject: Science
PVR model will be implemented where preview is in Spanish, View in English and Review is in
Spanish.
Spanish TEK:
Explicar las acciones que un individuo puede tomar cuando no se siente bien.
English TEK:
Lesson Objective: The student will determine good and not so good actions when not feeling
BRIDGE
Content language instruction is the focus of the Bridge. Students will generate a list of
words for the concepts they have just learned, first in Spanish, and they do so while
engaged in activities that focus on meaning. They may generate an illustration, side-by-
BRIDGING CONTENT LANGUAGE FROM L1 TO L2 -Calero, Maria 2
side, or Así se dice bridge chart (saludables, acciones, salud, visitar al doctor, tomar
After generating the Spanish Bridge Chart about health, the students are ready to learn
the English words for what they learned in Spanish. Because Teacher used a specific
oracy strategy to introduce the theme and the big idea to build the language orally in
Spanish, Teacher may use the same concrete activity, or another one, for students to
move into English and associate each card and picture with the word in English. Students
shared with the class the words they know the equivalents, and teacher completes the
terms that they did not know. (healthy, actions, health, visit the doctor, take the medicine,
Metalinguistic focus:
Cognates
Id patterns in language
Extension Activity
1. Students will practice vocabulary in English using their bilingual partner, one student
says the words and the other student does the movements or picture for the word.
2. Students will use English books with a related topic in order to learn the language in
context.
Bilingual students who are becoming biliterate have different levels of language development
ability in Spanish and English. Teacher must therefore plan and implement bridging activities
BRIDGING CONTENT LANGUAGE FROM L1 TO L2 -Calero, Maria 3
that are based on your knowledge of what your students know and can do in both of their
languages.
Once Teacher and the students have placed Spanish and English side by side, using one of the
three bridge charts shown in Bridge-Part 1, Teacher is ready to engage in contrastive analysis,
studying how the two languages are similar and different. You will find it easier to start with the
● Phonology
● Morphology
● Pragmatics
During the contrastive analysis, attention to the sound system and structure of language should
Plan areas of focus by identifying predictable patterns inherent in the theme and by analyzing
student writing. Attention to syntax and grammar and pragmatics should be developmentally
BRIDGING CONTENT LANGUAGE FROM L1 TO L2 -Calero, Maria 4
appropriate and meaningful to students. More contrastive analysis found in the book “Teaching
for Biliteracy”.
Beeman, K., & Urow, C. (2013. P.65). Teaching for Biliteracy: Strengthening Bridges between
Languages. Philadelphia: Caslon.