Resources

Picture Books

Daniels, J. (2020). Counting Our Country [online image]. Magabala Books. https://www.magabala.com/products/counting-our-country

Lopez,R. (2018). The Day you Begin [online image]. Adl https://www.adl.org/education/educator-resources/childrens-literature/the-day-you-begin

Screen Shot 2020-09-23 at 9.14.54 am.png

Wong, J. (2014). This Next New Year [online image]. Goodreads https://www.goodreads.com/book/show/21420634-this-next-new-year

Screen Shot 2020-09-23 at 9.54.16 am.png

There are so many culturally and linguistically diverse picture books available, this is just a selection to illustrate picture books of various languages and cultures. Filling the classroom library with a diverse range of picture books is a lovely way to not only include but celebrate linguistic and cultural diversity in the classroom. Including these sorts of resources steps away from the monolingual classroom and fosters a translanguaging environment by bringing students additional languages into the classroom (Kersten & Ludwig, 2018).

This links with a translanguaging pedagogy, which aims to bring home languages into the classroom, allowing bilingual, multilingual and EAL/D students the opportunities to learn whilst their language and/or culture is valued, celebrated and included. Creating these opportunities is important in students' sense of belonging and identity that are tied to their linguistic and cultural background (DiNicolo, C.P, 2019). Additionally, including these resources in the classroom allows for students to use their prior knowledge, experiences and language abilities (Wilks- Smith, 2017) to deepen their understanding and learning.

Considering EAL/D students and students that are new to learning English, having linguistically diverse picture books in the classroom allows them to follow along in their home language in combination with English and the illustrations. This is extremely important as it means that students are given the opportunities to develop their English language abilities.

Given that books are a huge part of the learning journey (Meibauer et al, 2015), creating a library of linguistically and culturally diverse picture books provides important learning opportunities for all students in the classroom. This resource shows students that all languages and cultures are valued and should be celebrated. It also introduces students to languages and cultures they might not have known, giving excellent opportunities to expand their knowledge and respect for others. Using multilingual picture books can be used as “a pedagogical tool for engaging White, monolingual students in deconstruction of their White, monolingual (English) linguistic privilege” (Bernfeld, 2020. p.1).

Screen Shot 2020-09-23 at 9.10.31 am.png

Ruurs, M. (2016). Stepping Stones: A refugee family’s Journey [online image]. LMERC https://lmerc.softlinkhosting.com.au/oliver/home/resources/details/c40a6c980a0000a65744965f00290af2

Screen Shot 2020-09-23 at 9.46.57 am.png

Dominguez, A. (2015). Mango, Abuela and Me. [online image]. Goodreads https://www.goodreads.com/book/show/24727082-mango-abuela-and-me

Kook,S.H. (2017). Kikuchi’s Sushi. [online image]. Imagination soup https://imaginationsoup.net/books-kids-japan/

Multilingual Posters and Labelling

Having resources throughout the classroom such as multilingual posters, labelling, classroom routines and instructions is important in creating a linguistically and culturally diverse environment. It provides an inclusive space, where all cultures and languages are valued and celebrated. Importantly, it brings home languages and cultures into the classroom, so that students are always able to see a part of themselves within their class community.

Additionally, for EAL/D students or students with limited English, providing these sorts of resources throughout the class could help with their understanding and comfortability. Learning a language whilst trying to learn concepts and understand instructions and routines can be overwhelming, so having visual and linguistic clues in their first language can help lessen the confusion (Espinosa, 2014). Additionally, this could help build up English language skills through making connections to visual cues and their first language then how it differs in English (Espinosa, 2014).

Using these sorts of resources around the classroom, also helps promote discussions and learning around cultural and linguistic diversity for all students. Introducing cultural traditions and celebrations as well as languages other than English and encouraging discussions can help students understand about the diversity within the world and life outside the classroom. Promoting a culture of respect and celebration of others in the classroom is a step towards extending students learning about language and culture diversity in the world outside of school (Teaching Tolerance, 2019).

Screen Shot 2020-09-23 at 10.53.23 am.pn

Espinosa, L & Magruder, E. (2008). Unknown [online image]. Early Childhood webinars https://www.earlychildhoodwebinars.com/wp-content/uploads/2016/01/Chapter-4_Practical-and-Proven-Strategies-for-Teaching-Young-Dual-Language-Learners.pdf

Multilingual Word Walls

Screen Shot 2020-09-23 at 10.53.40 am.pn

Screen Shot 2020-10-01 at 3.31.38 pm.png

Perez-zemmels, E. (n.d). Unknown. [online image]. Pinterest. https://www.pinterest.com.au/pin/26317979058324892/

Screen Shot 2020-09-23 at 10.10.29 am.pn

Unknown. (n.d). Multicultural Word Wall. [online image]. Nysed. http://www.nysed.gov/common/nysed/files/programs/bilingual-ed/topic-brief-sife-a.pdf

The use of multilingual word walls is an additional resource that could be used to support concept learning for all students. Word walls are usually used in learning a specific concept or topic, making these word walls multilingual and visual allows for all students to have equal learning opportunities. It provides visual and linguistic cues for language learners and facilitates the learning of context vocabulary, in both English and home languages. This resource supports the development of all language abilities and shows students that all languages are valued in the classroom.

Screen Shot 2020-09-23 at 10.13.19 am.pn

Screen Shot 2020-09-16 at 10.22.12 am.pn

Barbour, N. (2017). Multilingual Word Wall. [online image]. Retrieved from https://twitter.com/naomi_barbour/status/847895489668407296

Unknown. (n.d). Multilingual Bridges. [online image]. Pinterest https://www.pinterest.com.au/pin/16677461100246091/

Communicative Games- Verbal and Non-verbal

Screen Shot 2020-10-02 at 10.24.25 am.pn

Unknown. (2002). Conversation Cubes. [online image]. LMERC. https://lmerc.softlinkhosting.com.au/oliver/home/resources/details/534e17590a0000a66d3b28160004eb98

Screen Shot 2020-10-02 at 10.25.27 am.pn

Unknown. (2009). Guess Who?. [online image]. LMERC. https://lmerc.softlinkhosting.com.au/oliver/home/resources/details/6c279c470a0000a63b44da9c0004ace6

Screen Shot 2020-09-23 at 11.55.01 am.pn

Unknown. (2020). Telephone Game. [online image]. Centervention. https://www.centervention.com/telephone-game-body-language/

Screen Shot 2020-10-02 at 10.25.11 am.pn

Nixon, C. and Tomlinson, M. Cambridge University Press. (2001). Primary Activity Box- Games and activities for younger learners. [online image]. Fuse. https://fusecontent.education.vic.gov.au/5560cc60-de49-473d-936a-e863f6e5f634/beginning%20esl.pdf

Whilst communicative games can be beneficial to all students, through developing their communication skills, in particular these sorts of games are helpful as an EAL/D resource. These games could be used as an activity during class or for recreational use, either way they support the development of communication skills and the continued learning of English. They can be both verbal and non-verbal and demonstrate students understanding and use of receptive and productive language skills, meaning their understanding of language through reading and listening and their ability to produce language through writing and speaking (TESOL, n.d).

Resources such as this are a fun and engaging way to develop communication skills, teamwork and social skills, reinforce and consolidate reading, writing, speaking and listening skills. They allow students to use and demonstrate a wide range of English language functions and build knowledge concepts in English.

The important part of these resources is that they are aiding linguistically diverse students with their communication and learning in and outside the classroom. However, use of this sort of resource alone could start to lean towards a monolingual mindset in the classroom. So, I would use this in combination with a variety of translanguaging strategies and resources that also celebrate the students first language and all of their language abilities. Create an environment where students feel valued; they are one piece of an intricate multilingual classroom.

Screen Shot 2020-10-02 at 10.45.58 am.pn

Holtam, D. (n.d). Korean to English Flashcards. [online image]. Teaching Tolerance. http://www.tolerance.org/sites/default/files/documents/tt_abc_flash_cards.pdf

Additional Resources

Dictionaries in different languages for translation and communication. Picture dictionaries would be a good additional resource as a non-verbal consideration or for making visual connections to languages.

Recorded readings such as audiobooks.

International Children’s Digital Library

Cultural artefacts

Screen Shot 2020-09-23 at 1.33.56 pm.png

Unknown. (2020). Cultural artifacts: Traditional instruments. [online image]. Knilt. https://knilt.arcc.albany.edu/Using_cultural_artifacts_in_the_language_classroom

Screen Shot 2020-09-23 at 1.47.08 pm.png

Unknown. (n.d). Bunjil the eagle and Waa the crow hand puppets. [online images]. LMERC. https://lmerc.softlinkhosting.com.au/oliver/home/resources/details/38f391e80a0a0afb00411591e6f495be

Screen Shot 2020-09-23 at 1.51.11 pm.png

unknown . (n.d.). Japanese lantern kit (Chochin). [online image]. LMERC. https://lmerc.softlinkhosting.com.au/oliver/home/resources/details/44c5bad1c0a862012fbc48db04a38813