“‘She Doesn’t Have the Basic Understanding of a Language’: Using Spelling Research to Challenge Deficit Conceptualizations of Adolescent Bilinguals” (Brooks, 2017)
1. In the reading, what does the author mean by alternative spelling practices?
2. The study focuses on a student named Jamilet. What do we know about her?
3. The author used ‘codes’ to label and sort the different kinds of alternative spelling practices she observed. For each of the codes listed below, describe the kind of spelling practices it refers to, and give an example from the reading:
a. Colloquial spellings
Description:
Example:
b. American Englishes spelling
Description:
Example:
c. Homophonic spelling
Description:
Example:
d. Distinctive segmentation spelling
Description:
Example:
e. Quasi-normative spelling
Description:
Examples:
4. What is one way Jamilet’s alternative spelling practices illustrated her knowledge of English?
“Translanguaging and Responsive Assessment Adaptations: Emergent Bilingual Readers through the Lens of Possibility” (Ascenzi-Moreno, 2018)
5. In this study, what is one way that a teacher used translanguaging to learn more about a student’s general reading skills?
6. In this study, what is one way that a teacher used translanguaging to learn more about a student’s language-specific knowledge?
7. In your experience as a teacher (or as a student, if you haven’t started teaching yet), is translanguaging incorporated in assessments? If yes, how? If not, how could it be?
https://academicworks.cuny.edu/bc_pubs/166/
https://journals.sagepub.com/doi/full/10.1177/1086296X17714016