Alicia Peterson

Alicia.peterson@wsu.edu

Dear Tyler,

For my final portfolio I have worked to take in consideration the suggestions and
comments you have made on all of my papers, as well as striving to reach the outcomes. After
many days of revision, I have taken apart my papers and tried to "re-see" the various topics like
you suggested. Having all the papers done and reviewing them again, I can say with confidence
that my strongest portfolio outcome was Rhetorical Awareness. I tried to make sure that each of
my papers had a solid audience and argument. After going back through my papers, I can say
that I found that some of my arguments were off-topic compared to the body of my papers. I
wanted to make sure that I fixed that portion of my paper as a focus. Rhetorical Awareness was
my biggest focus throughout the year, but especially over the last few weeks of class once
revisions began. New thesis statements, new arrangements of the paper and a revision of
sentence structuring were some of the biggest focuses when going back through each of my
individual papers.
When it came to be revising my papers, I had to make sure that I sat down and took each
one apart. First, I made sure that I edited some of the minor things as I reread the essay. This
helped me to focus on the topic sentences as well as the topic of the paper as a whole.
Specifically, I noticed that my sentence structure was all sorts of unacademic. Before I could
even revise my paper, I had to fix some of the sentences that I absolutely could not understand,
or that were just awfully off-topic. Even though you told us not to, I had to fix conventions and
minor errors as I went along to make sure that I could at least understand what I was trying to
write. I feel like I have to apologize for how terrible some of my writing really was. And I hope
that the final papers are much better than the drafts.
The paper I spent the most time on was the research essay. I felt as if it could have been
improved incredibly, and it was the topic that I was most passionate about. Therefore, I literally
took my paper apart and rewrote the outline. I wrote out what each paragraph was supposed to be
about, then in a different color, I wrote out how it connected to my argument. This also helped
me to see what I was missing in my paper. When I turned it in the first time, my paper was 3-5
pages short of what the requirement was. Over the past 12 years of schooling, I have never
turned in a paper that was short of the page requirements. So, I went back through the paragraph
topics and connections and highlighted all the major suggestions in the paper that you had made
for me. I went straight to writing my introduction and reconstructing my thesis. Making sure that
my thesis actually matched my paper. Throughout the rest, I made sure that the paragraphs didn't
have multiple topics within them, and made sure to have more explanations of the things I was
discussing. Something I continued to struggle with was the length of my paragraphs. I couldn't
figure out how to split up the topics in order to get paragraphs less than a page long. This is my
weakness. Lastly, I attempted to bring in new resources that would make my argument stronger,
resources that were people who already knew the ropes of what I was trying to communicate to
parents, teachers, administrators and students. I used real life examples of immersion programs
such as the Vancouver school district and a school in California called Alvin S. Hatch
Elementary. Overall I feel as if I at least touched on every portfolio outcome when going through
this essay.
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

The second paper I chose was the Synthesis Essay. I chose this essay because I felt as if it
was one of the best papers I had written all year. I wanted to make sure to clean it up and focus
on breaking down paragraphs-which was a common theme in all my papers. Just like the
research essay I really wanted to focus on implementing the comments you made within my
paper. I rewrote my thesis to match the rest of my paper, and rewrote parts of my paper in order
to better my argument. I tried my best to make my paper more focused in a topic or two rather
than focus on a broad topic and rant about whatever came to my mind. You specifically asked
me to "make your thesis about that specific issue (Standard English and effects on identities)
rather than multilingualism broadly". For this paper I felt as if my best portfolio outcome was
critical thinking. My strongest part of this paper was the source integration. I felt like I have had
so much practice doing this in high school that I absolutely had to do well in this class with
integrating my sources. Although I also felt as if this was a weakness at the same time. I felt as if
I could have used more quotes, even after my final revision, I felt like there should have been
more. But I also felt as if I did my best on that paper overall.
For my third paper, I chose to do my lesson plan. My lesson plan was the last paper we
did, and it was the most relatable to project 2 and 3. This project was especially close to me
because becoming a teacher, I know that I will value lesson plans so much. This lesson plan is
specifically important because I wanted it to be like an example of what an immersion class
could look like. My first draft was short and sweet and to the point. After I got feedback, I knew
that I needed a lot more explanations for the activities I chose and what it would do for the
students. There was so much more exploration I could have done for this project, although I
didn't have the time. I tried to explain each of the activities that I wanted to do in order to show
teachers the reason that the activities work with the immersion program. I added in another
activity for history. I pondered how immersion programs work around history, because you were
right that Spanish history isn't relevant to the US but the traditions and the culture is. So, I
implemented an activity that demonstrated one huge part of Latin American culture and tradition.
In my Spanish courses in high school we learned a lot about Spanish culture, tradition and
history so it would be hard to imagine learning it throughout elementary and middle school and
not having that solid background knowledge. Overall with this final draft, I feel like I revised it
enough, although if I had more time with this specific project, I could have made it even better.
For conventions, I chose to use MLA on my assignment 3. I re-wrote all of the citations. I
chose to do this because when I was researching what types of papers were APA, a research
essay only qualified under certain circumstances, that my paper did not meet. I found MLA a lot
more simple to include and understand for this type of project. Even after researching I am still
not so positive I understand the differences. Only in my senior year of high school did I use
anything other than MLA and it was APA for different research projects I did throughout the
year. For my synthesis essay I left the citations in APA because I didn't feel as if it needed to be
changed. The most important one was for the lesson plan. For the lesson plan I really had no clue
what to do for conventions. I didn't ever quote anyone, just used peoples pages as references.
Therefore I just added in the urls. When thinking this through I decided that I would want to
know and understand, and visually see the worksheets I was talking about, if I was reading the
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

lesson plan as a teacher. I thought it was just easier for the teacher to be able to type in the exact
url of where I got the resources. A lesson plan normally comes from a book with many cited
resources, and I am not an educated resource.
Overall, the final project has opened my eyes and shown me that I really need to focus
more when I sit down and write. I need to make sure that I reread each of my sentences and
make sure that they actually make sense. I need to work on sticking to one topic and intentionally
reapplying the paragraphs back to the thesis. My strong suit still lies in source integration and
paragraph lengths. After this process I definitely could say that I have learned a lot about
revising and editing, and what it means to "re-see" your topic and paper again.
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

Research Essay: Foreign Language in Elementary School-Draft

Students all around the world are looking for a good education. It is something that our

world strives for, something that is looked highly upon. But could our education system could be

even better? In other countries education systems, they find it necessary to learn and grow up

with the understanding of multiple languages and cultures. The most common language

foreigners learn is English. English is slowly becoming the world’s most common language, but

what if Americans didn’t grow up learning only English? What if they grew up with the

understanding of two or more languages such as Spanish, French, Japanese, Chinese and others?

Feldman describes language as “the systematic, meaningful arrangement of symbols, provides

the basis for communication” (Feldman, ch. 7.1). According to many studies, children have the

ability to comprehend more than one language most efficiently from infant to elementary school

years. Once American children start preschool their primary focus is to learn about the core parts

and rules of the English language. But students of this age, specifically preschool and elementary

school, should also be given the resources to learn more than one language in order to give them

leverage in the world. This opportunity will provide the student with a better understanding of

cultural backgrounds, identity, and the ability to effectively communicate with those around

them whose native language is may not be English.

Changing the school system, to require students to learn two languages at once will

impact all school staff including but not limiting to school district office, administration and all

regular class teachers. This will require complete cooperation from each end of the spectrum. If a
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

school district decides to take on the challenge of making a second language a requirement for

elementary students from Kindergarten up, then everyone must be on board with “plan(ning)

common strategies, instructional content, and activities” (Stevens, R., & Slavin, R., pg. 328). The

staff must be up for cooperation in planning the day accordingly, and make sure that students are

learning the “phonology (basic sounds), morphemes (complete words with correct word

endings), and semantics (simple rules of words), all the basic units of language we must learn

before fully understanding language” (Feldman, Ch. 7.1). If all the teachers and staff are on

board with making school the best learning environment for their students then it will be a much

easier transition from one language to two. The teacher has the most important part in the

transition but most importantly actually learning the second language for themselves. But “if

there is little diversity within the group, the teacher presents many different cultural practices

during the school year” (Levy). Teachers who provide the class with cultural backgrounds, and

future implications of learning a second language, students may be more intrigued to learn the

language themselves. Some students may even connect better because their native language is

spanish or their native home is a spanish country.

Researchers have participated in long-term studies that demonstrate the positive

outcomes of learning two languages at once in the elementary school level. In early childhood,

students are able to learn and retain more about language, as they are still learning and growing

in their first language. For American students the most beneficial second language to learn would

be Spanish. Spanish has “estimated 52.6 million people in the US [that speak spanish]... which is

second only to Mexico’s 121 million. The report also found that there are now around 559
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

million Spanish speakers worldwide. About 470 million of those people are native speakers”

(Perez). Thus, it would be easiest and most beneficial for students to learn this as their second

language. “In a second language context, they probably transfer semantic and discourse

knowledge from their first language in order to be more efficient in interacting with other

children” (Bacon, pg. 3, section 1.3). Students who are from Spanish speaking homes, from

Spanish speaking countries, or whom have a Spanish descent may be more intrigued and willing

to learn and engage in this language. Students may feel more comfortable knowing that they are

not alone and that others are learning right alongside them. It will also be beneficial to students

because they get both sides-English and Spanish at the same rate. Students who do not know

anything about Spanish or who do not come from a Spanish background, will be able to learn

about it. This puts all children at a semi-equal playing field. These students will also be more

comfortable around each other because children are known to communicate immensely, whether

in a classroom activity or out at recess the communication doesn’t stop. “Talkativeness and

gregariousness were positively correlated with some vocabulary and structure measures”

(reported by Bacon, cited by Strong, pg 2, section 1). This continuous communication not only

helps the children interact but also helps them grow and learn vocabulary together. As the

cultures and languages in the US continue to grow, and change we must be aware of the fact that

English isn’t the only language in the world and acknowledging it will help adults to further the

next generations be more successful than ever.

A school that participates in bilingual education has specific stimulating strategies to create the

best classroom environment possible for their students. It is important for parents to understand
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

and have the knowledge that their child has the best education possible. It is also important for

the parents to be apart of the bilingual journey with their students. With that being said it is

extremely important to have a classroom and school environment that has a communication

process with the families. Not only is important to communicate and involve the parents in this

process, but it is important for the children to actually be apart of the culture, climate, and

language of Spanish. If a classroom was set up accordingly students would be able to learn from

20-70 minutes of a second language a day.

With complicating the school systems even more, parents and researchers share the negative

outcomes in having a bi or multilingual classroom. Some parents, teachers, and administrators

might be opposed to making elementary classrooms bilingual or multilingual because it might

take away from the learning the students must do in order to reach their full potential in English

alone. Although one study done by Johnson reports “foreign language instruction in elementary

school will not (seriously) affect the general achievement test scores of pupils” (Johnson, pg.

202). That word “seriously” creates discomfort in some parents who find it more beneficial to

learn multiple languages once they get older so they can focus on the necessary language barriers

that are already created by just not knowing enough English. Other parental concerns that might

come up if schools do decide to learn more languages or one more language than English would

be the fear of their child falling behind because their child is not getting the proper preparation or

help at home. Another study done reports that “some children were more successful than others

in gaining oral practice opportunities” (Bacon, pg. 4, section 1.4). This could be a faulty or a

success depending on which side of the scale the child lands on.
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

If administrators do decide to start implementing multiple language learning in their schools, the

future of these students will be more successful and more adventurous. Not only will students

grow up with the knowledge of two languages, but then in high school they will have the

opportunity to learn another one if they choose. Many say that once you’ve learned one language

that isn’t your natural language, it will be easier to learn a third, using the knowledge, similar

sounds, vowels, and words from the two previous languages. Once a child or now an adult gets

to this level of achievement they will be more likely to go and meet new people they might have

never talked to before. Traveling becomes easier

because “once you go somewhere and are actually able to employ what you’ve learned, you’ll be

more surprised how open people are when you speak their mother tongue” (Wagers). Not only

will the students be more likely to travel and possibly want to learn another new language, but

the best benefit of all would be that they would be more inclined to get a better job. Being

bilingual in the working world is the being competition. Especially in international businesses, or

businesses that work with the highly diverse. This will allow economics to increase greatly. It

also shows those bosses, managers, and coworkers that “you’re motivated and driven to learn

new skills” (Wager). Not to mention that at the incline of the economy and working world today,

learning multiple languages is becoming an essential to the production and hiring of a work-

field.

A student who goes through life learning only one language their whole life and then

beginning back at ground zero when they are forced to learn a new language, will not be as

successful as a student who has begun learning two languages right away. There are so many
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

positives to learning and knowing other cultures, identities, privileges, people, and language. In a

proper school setting where teachers, administration, and the school district is on board, and the

strategies and plans are implemented students will have the best opportunity for learning,

growth, and future. Language will always be a key aspect of our lives, it’s up to us to adapt to the

changing ways of the world.

Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

Research Essay on Foreign Language in Elementary Schools: Final

Students all around the world are looking for a good education. It is something that our

world strives for, something that is looked highly upon. But our education system could be even

better. Most countries find it necessary to teach their children the ways of the world, but

specifically the ways in which Americans live their lives. America being one of the top countries

in the world could easily be even more advanced by becoming multilingual not only in the

family, but also at school. What if children grew up with the understanding of two or more

languages such as Spanish, French, Japanese, Chinese and others? According to many studies,

children have the ability to comprehend more than one language most efficiently, from infancy

to middle childhood. Once American children start preschool their primary focus is to learn

about the core rules of the English language. For parents and teachers, it is especially important

for children to understand the significance of language. A man named Feldman describes

language as "the systematic, meaningful arrangement of symbols (which) provides the basis for

communication" (Feldman, ch. 7.1). But students of this age, specifically preschool and
elementary school, should also be given the resources to learn more than one language in order
to give them leverage in the world. This opportunity will provide students with a better
understanding of cultural backgrounds, identity and the ability to effectively communicate with
those around them whose native language may not be English.
Commented [Gu1]: This sentence just seems out of place.
If you need it in there for evidence you need to link it to
what you're talking about. Give one more sentence to
transition or to explain it's importance.
Maybe even move that sentence somewhere else?
Commented [Gu2]: Stop after the introduction
paragraph. Make a prediction on what my paper is about.
Answer: The effect of a bilingual childhood/benefits of a
child growing up speaking 2 or more languages.

Researchers have participated in long-term studies that demonstrate the positive

outcomes of learning two languages at once at the elementary school level. In early childhood,

students are able to learn and retain more about language, as they are still learning and growing
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

in their first language. For American students the most beneficial second language to learn would

be Spanish. Spanish has “estimated 52.6 million people in the US [that speak Spanish]... which is

second only to Mexico’s 121 million. The report also found that there are now around 559

million Spanish speakers worldwide. About 470 million of those people are native speakers”

(Perez). A lot of these families grow up in America and most of the children's parents expect

them to adjust to English. Others know just enough English to get them by, cohabitating and

working with those like them with common language barriers. While another small majority are

perfectly well off, providing for their families and working in higher paid jobs and living a lavish

life. Although, that small percentage of fortunate people don't amount to those who are just

getting by, or those who have their children go to school to be "better-off". The reality is, the

efforts of those families are not going to be matched in schools if others don't know how to

communicate with them. This will result in less contribution to society by those individuals.

Therefore, Spanish is just as important of a language in America as the English language.
Students who are from Spanish speaking homes, from Spanish speaking countries, or
whom have a Spanish descent may be more intrigued and willing to learn and engage in
Commented [Gu3]: Link your final sentence back to the
topic sentence of this paragraph (talking about the positive
outcomes of learning two languages in elementary school)
Commented [Gu4]: Other than the below comment, this
paragraph is very well organized and stays on topic!!!

schooling if they were learning a combination of English and Spanish. Students may feel more

comfortable knowing that they are not alone and that others are learning right alongside them. Commented [Gu5]: give a sentence explaining why this is
important.
Spanish speakers may gain more self-esteem from knowing that they are more knowledgable in

one area of life, while those who are English are more knowledgeable in that area. It will also be

beneficial to students because they get both sides-English and Spanish at the same rate. Students

who do not know anything about Spanish or who do not come from a Spanish background, will
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

be able to learn more about English while also becoming more comfortable around other students

because they will communicate immensely. Whether in a classroom activity or out at recess the

communication doesn’t stop. Susan Bacon believes “Talkativeness and gregariousness were Commented [Gu6]: Combine these sentences because
the first is really short.
positively correlated with some vocabulary and structure measures” (reported by Bacon, cited by

Strong, pg 2, section 1) making this communication successful for both the growth of self esteem

and growth in knowledge of the language. As the cultures and languages in the US continue to

grow and change we must be aware of the fact that English isn’t the only language in the world

and acknowledging it will help adults to further the awareness of the next generations, therefore

setting them up to be more successful than ever. Commented [Gu7]: Well organized second body
paragraph. Just add a couple more sentences of critical
commentary?
Changing the school system to require students to learn two languages at once will Commented [AP8]: Haley, you stopped here

impact all school staff including, but not limiting to, the school district office, administration and

all regular class teachers. This will require complete cooperation from each end of the spectrum.

If a school district decides to take on the challenge of making a second language a requirement

for elementary students from Kindergarten up, then everyone must be on board with “plan(ning)

common strategies, instructional content, and activities” (Stevens, R., & Slavin, R., pg. 328). The

staff must be up for cooperation in planning the day accordingly, and make sure that students are

learning the “phonology (basic sounds), morphemes (complete words with correct word

endings), and semantics (simple rules of words), all the basic units of language we must learn

before fully understanding language” (Feldman, Ch. 7.1). The planning will involve weekly

inputs of learning and criticism that goes along with changing the curriculum from just English

to English and Spanish. Depending on the situation the school decides to go with, teachers could
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

either choose to be trained in the language themselves if they don't already know it, or the staff

might have to hire teachers with the specific qualifications (at least for the younger students). It

is the most important for teachers within these classrooms to be well equipped and be able to

teach the curriculum well. Another important thing for teachers and staff to keep in mind is the

diversity of the schools. Culture is another subject that teachers may have to be trained in, in

order to be prepared with the correct information. Alison Levy from Childhood News explains,

“if there is little diversity within the group, the teacher (should) present many different cultural

practices during the school year” (Levy). Teachers who provide the class with cultural

backgrounds, and future implications of learning a second language, students may be more

intrigued to learn the language themselves. Some students may even connect better to the

curriculum because their native language is Spanish or their native home is a Spanish country. Commented [Gu9]: Lots of critical commentary and VERY
easy to follow! This is a really good paragraph!

Some schools have already decided to make this great leap of opportunity into

introducing a bilingual schooling system. Vancouver Public Schools and Alvin S. Hatch

Elementary are two examples of flourishing bilingual programs. Each school has a different

approach to working around the school day, both are valuable in their own ways. Vancouver Commented [Gu10]: saying "both" twice sounds
repetitive.
Maybe say "Each school has a different approach to working
takes the approach of working with the two languages by having 2 periods of the day be in
around the school day, but both are valuable in their own
ways"
Spanish and the other 4-5 periods of the day be in English. This is a typical day to break down

middle and high school days, although it works for their elementary program just as well. They

ensure that the parents have clear communication and involvement as well as making sure that

literacy is one of the main focuses and is well taught ("Spanish/English Dual Language

Program.") . On the other hand, Hatch Elementary School offers two different programs that
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

allow parents to choose which is best for their child. The first program is an English Immersion

program which is offered in English and is the traditional way of California schools. The second

program offered is the Spanish Immersion program which is offered in Spanish. English is

gradually introduced and by the time students reach 5th grade the lessons are taught 50% in

Spanish and 50% in English. Hatch has a focus on "helping children become lifelong learners in

an environment that values academic excellence and global understanding" (Hatch). Either way,

both schools allow students to strive in the way that best suits their students needs and

environment using bilingualism to better their lives. Commented [Gu11]: Very strong paragraph - showing
actual use of the program. I think this is the strongest part
so far!
If either the state or school administrators decide to start implementing bilingualism in

the school systems, the future of these students will be more successful and more adventurous

than ever before. Not only will students grow up fluent in two languages, but in high school they

will have the opportunity to learn another one if they choose. Many say that once you’ve learned

one language that isn’t your birth language, it will be easier to learn a third, using the knowledge

of similar sounds, vowels, and words from the one or two previous languages. Once a student

gets to this level of achievement they will be more inclined to go meet new people and to travel.

Traveling becomes easier because “once you go somewhere and are actually able to employ what

you’ve learned, you’ll be more surprised how open people are when you speak their mother

tongue” (Wagers). Not only will the students be more likely to travel and possibly want to learn

another new language, but the best benefit of all would be that they would be more qualified to

get a better job. Being able to speak multiple languages allows that person to be the biggest

competitor for that workplace. Especially in international businesses or businesses that work
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

with or in a highly diverse area. This will allow economics to increase greatly. It also shows

those bosses, managers, and coworkers that “you’re motivated and driven to learn new skills”

(Wager). Not to mention that at the incline of the economy and working world today, learning

multiple languages is becoming an essential to the production and hiring of a work-field.

A school that participates in bilingual education has specific strategies when it comes to

communicating with families. Particularly with families who don't speak English at all, who are

new to the area and families whom are nervous bringing their child to an immersion school.

First, it is important for teachers to reassure nervous parents that their child will be receiving the

best education possible. This not only will help the parent or guardian to feel at ease, but will

help the child to not be as nervous either. Sometimes, Guardians and parents need more

reassurance than the students in order to ease their nerves. Their journey with their child is

important too. As the teacher you must ensure that they feel comfortable and let them know all of

their options. When you as a teacher speak their preferred language, it opens the door for better,

more open communication. This allows them to follow their students language journey and be

more supportive of it. In order to help parents interact with their children's learning, teachers are

suggested to welcome students with an open house, educate parents on the way the school

system will work, communicate their parental rights (to a translator, more worksheets, help

themselves, etc), and your expectations of the year to come (Breiseth). Another suggested way to

get parents involved with their child's education is to send home worksheets, emails, newsletters,

and more. To better stimulate the child's learning they should be practicing both languages

outside of the classroom and in a safe home environment.

Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

Some parents may not agree that their child needs to enter an immersion program. Some

feel as if their community is not diverse enough, some feel like their child should become the

best they can be in English-the language of the country and others just don't get the point of the

extra work. With complicating the school systems even more, parents and researchers share the

negative outcomes in having a bilingual classroom. Some parents, teachers, and administrators

could potentially be opposed to making elementary classrooms bilingual because it has the

possibility to take away from the learning the students must do in order to reach their full Commented [Gu12]: you say "might" a lot. maybe
change out for "could," "has the potential," etc.
potential in English alone. Although, one study done by Johnson reports “foreign language

instruction in elementary school will not (seriously) affect the general achievement test scores of

pupils” (Johnson, pg. 202). That word “seriously” creates discomfort in some parents who find it

more beneficial to learn multiple languages once they get older so they can focus on the

necessary language barriers that are already created by just not knowing enough English. English

speaking parents may linger on the concern that their child will not be well equipped for an

English job that requires intense writing and advanced speech. Other parental or administrative Commented [Gu13]: Are you referring to English
speaking families or Spanish dominant families?
concerns might come up if schools do decide to implement curriculum of a new language. One

of those fears is that their child will be falling behind because he/she is not getting the proper

help at home. While some parents fear their child is falling behind, administration is more

concerned in looking at another study done that reports “some children were more successful

than others in gaining oral practice opportunities” (Bacon, pg. 4, section 1.4). This unequal

reality is an accurate representation for every single school ever invented. Which turns out to be

a good thing. Students who are falling behind will be ensured extra help in school, they should
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

be guaranteed and reassured that they will meet all the standards of the state and the standards of

school testing all throughout their careers.

According to Feldman, "an essential part to how people define themselves relates to their Commented [Gu14]: this was a capital A

cultural background...all humans use language, which is a defining characteristic of human

culture" (Feldman, ch. 14). Starting a bilingual schooling system is just the start to ensuring that

different cultures are being heard. Not only does it advance what all of mankind can already do

and what people already learn, but it allows the opportunity for people to understand one another

in a way that hasn't been known to many people. Language is a beautiful gift that people have the

ability to learn. There are so many resources that teachers, guardians and students can use.

Teachers in other countries who are incredibly talented and might be able to teach a student more

than a teacher who is in the states. There are many students out in other countries who are

looking for great teachers who can help them get out of their desperate situations. There are

people who crave to learn. Why wouldn't schooling systems crave to enhance students abilities to

become better? Why wouldn't states want to send their students off to bigger and better things

than they believe they can accomplish? Teachers and parents can do incredible things by

encouraging their child or their students to be the best they can be in whatever their dreams they

may hold. Bilingual schooling is just the first step for a better tomorrow.
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

Works Cited
Alison Levy. "Culture in the Classroom." Early Childhood News: Professional Resource for
Teachers and Parents. Excelligence Learning Corporation, 2008. Web. October 10,
2016.
<http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=
141>.
Bacon, Susan M. “Taking and Keeping the Floor in the Elementary Foreign-Language
Classroom: The Strategies of One Child.” Hispania, vol. 74, no. 1, 1991, pp. 163–174.
www.jstor.org/stable/344576.
Bernhard, Judith K. “Child Development, Cultural Diversity, and the Professional Training of
Early Childhood Educators.” Canadian Journal of Education / Revue Canadienne De
l'Éducation, vol. 20, no. 4, 1995, pp. 415–436. www.jstor.org/stable/1495080.
Brieseth, L. “How to Reach Out to Parents of ELLs”. ColorinColorado.
http://www.colorincolorado.org/create-welcoming-classroom
Cervantes, I. (n.d.). Instituto Cervantes: Aprender español, cursos de español y cultura en España
e Hispanoamérica. Retrieved October 26, 2016, from
http://www.cervantes.es/default.htm
Chris Perez. "US Has More Spanish Speakers than Spain." New York Post.NYP Holdings, June
29, 2015. Web. October 26, 2016. <http://nypost.com/2015/06/29/us-has-more-
spanish-speakers-than-spain/>.
Diana Boxer and Florencia Cortes-Conde. Second and Foreign Language Learning Through
Classroom Interaction. Joan Kelley Hall and Lorrie Stoops Verplaetse. New York and
London: Routledge, 2014. Google Book Search. Print. October 25, 2016.
Dickinson, D. K., & Caswell, L. (2006, February 23). Building Support for Language and Early
Literacy in Preschool Classrooms Through In-service professional development: Effects
of the Literacy Environment Enrichment Program (LEEP).ELSEVIER: Early Childhood
Research Quarterly 22, 22(2), 2nd quarter 2007, 243-260. Retrieved October 18, 2016.
"Hatch Elementary School." Home Page. Alvin S. Hatch Elementary School.n.p., n.d. Web.
December 8, 2016. <http://www.cabrillo.k12.ca.us/hatch/index.htm>.
Johnson, C., Ellison, F., & Flores, J. (1961). The Effect of Foreign Language Instruction on
Basic Learning in Elementary Schools. The Modern Language Journal, 45(5), 200-202.
doi:1. Retrieved from http://www.jstor.org/stable/320167 doi:1
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

Rachel Wager. "9 Big Advantages of Learning a Foreign Language." FluentU: Foreign
Language Immersion Online. FluentFlix Limited, 2016. Web. October 26, 2016.
<http://www.fluentu.com/blog/advantages-of-learning-a-foreign-language/>.
Robert S. Feldman. Life Span Development: A Topical Approach. Third. N.p.: Pearson
Education Inc., 2015.Revel. Print. October 28, 2016.
"Spanish/English Dual Language Program." Vancouver Public Schools-VPS. Sara Neal, 1996-
2016. Web. December 8, 2016. <http://vansd.org/dual-language-program/>.
Stevens, Robert J., and Robert E. Slavin. “The Cooperative Elementary School: Effects on
Students' Achievement, Attitudes, and Social Relations.” American Educational
Research Journal, vol. 32, no. 2, 1995, pp. 321–351. www.jstor.org/stable/1163434.
William Saunders, Claude Goldenberg, David Marcelletti. "English Language Development."
American Federation of Teachers-A Union of Professionals. n.p., 2013. Web. October 10,
2016. <http://www.aft.org/periodical/american-educator/summer-2013/english-language-
development>.
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

Assignment 2: Synthesis Essay-Draft

America is known for being a country without an identified, permanent language. America is

also known for it’s primary language to be English, although many families in the US are

bilingual. In fact according to Kim Zimmermann from Live Science, “While almost every

language in the world is spoken in the United States, Spanish, Chinese, French and German are

among the most frequently spoken non-English languages” (Zimmermann). Yet even with these

facts, language, cultural diversity, and equality are still some of the most controversial topics in

the country. Many feel as though they are not equally represented such as author bell hooks who

writes the article Language: Teaching New Worlds/New Words. Hooks feels that English “is the

language of conquest and domination” (168). She feels as if the English language prohibits

others that don't speak English, and puts those people to the side. Another author Victor

Villanueva shows his perspective in his article Memoria Is a Friend of Ours: On the Discourse of

Color. Villanueva starts strongly talking about ‘assimilation’ meaning "to bring into conformity

with the customs, attitudes, etc., of a group, nation, or the like; adapt or adjust" (Assimilate:

Dictionary). Villanueva communicates through memories, and experiences the ways in which

he’s noticed assimilation into the English culture of America throughout his lifetime. On the

other hand a third party author Jim Cummins finds the perspective in his book called TESOL Commented [AP15]: Tyler:
So this one is actually an academic journal (and it's an
excellent resource)
Quarterly at an angle of the importance of multilinguality in the classroom. Cummins speaks up

about what it would be like to have English be monolingual for bilingual and multilingual

students. Although all of these authors have very similar perspectives, they all come from
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

different paths of life. A common theme that these authors all have is that multilingualism is as
important as the Standard English language that is portrayed as the primary American language.
It is easy to find negativity in the world, and rare to find positivity. Not much is different
with the English language. With the English language comes many limitations, some may argue
that Standard English lacks the emotional portion that a language should have. For example
hooks explains the usage of black vernacular compared to the English language, communicating
the difference between "nobody and no one". She believes that "nobody" has a more emotional
Commented [AP16]: Tyler: Commented [L2]: So this one
is actually an academic journal (and it’s an excellent
resource)
Commented [AP17]: Commented [L3]: Nice work in the
introduction here. You hit the ground running with a focus,
point toward a conversation around this issue, and come in
with your own say in that conversation (the thesis). Thesis:
as a reader, I’m expecting the paper to be about the
positives of multilingualism and how multilingualism runs up
against standard English. Having not read anything else yet,
that’s what I’m expecting. My only note for the thesis right
now is this: make it yours. That is, the thesis is your idea,
and you use these texts to support it. As it is, the thesis
makes a claim about these texts (“a common theme”)
rather than an idea for which you bring in outside support
(the sources). Does that distinction make sense?

connection because that is the way African Americans learned to talk. She speaks about how

African Americans have had to assimilate ever since they have been forced into slavery,

including dropping their own language. The limitation in this hooks states, "for in the incorrect

usage of words, in the incorrect placement of words, was a spirit of rebellion that claimed

language as a site of resistance" (hooks). From a different perspective Cummins writes about the
limitations seen within school language compared to the home language, "'recent methods do not
Commented [AP18]: Commented [L4]: I’m not sure I see
“limitation” in this quote from hooks as much as I see
resistance to limitations imposed (resistance through the
creation of their own language)

so much forbid the LI (home language) as ignore its existence altogether. Communicative

language teaching and task-based learning methods have no necessary relationship with the

LI...'" (318, Cummins). He continues to explain that the school only communicated the at home

language when advice is needed, and limits the use of it if all possible. This limitation strictly

prohibits the child from putting their full potential into their learning for they are being forced

out of their common language and into a new language, instead of utilizing both. In my opinion

this is important to not only use hooks perspective to be sensitive to the fact that others come

from different languages, but that their language or use of it, might have a different meaning than
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

English does to those who speak it primarily. Also, putting Cummins perspective into use by

utilizing the at home language for young students so that they are more equipped to learn in the

best of their ability to reach their full potential. The teachers should be required to either, know

multiple languages so that they are of better use to help those students who don't speak English

as their first language, or have a specialist who can help those students to reach their full

potential. This will help students not to feel isolated, and alone when they don't understand the

English language as well as other students. Although hooks may not agree with this perspective, Commented [AP19]: Commented [L5]: I think hooks
actually would tend to agree (not that I know her or
anything) if I’m understanding the point correctly
in my opinion it is better for the child of younger age to get help before they are completely lost

within the school system which is primarily English. This is another issue that reaches those

limitations of having English as a primary language in America.

Another large issue that people have with the Standard English Language, is that people

feel as if they are losing their identity and their culture. English being the primary language is

hard for those of color, or those of a different decent because they feel as if they lose what is so

important to them and close to their culture. Hooks is quick to reveal her feelings about language

and the loss of culture. She says, "It is the langugae of conquest and domination; in the United

States, it is the mask which hides the loss of so many tongues, all those sounds of diverse, native

communities we will never hear" (168, hooks). She mourns the loss of those languages that are

tucked away and hidden by the English language. Although, the English language is made up of

many cultures, comes from many different countries, those that were once apart of the beginning

are only known as English now. The hurt of this comes from what has become of this language
for some people they feel the same as hooks does as she continues to speak her mind about the
Commented [AP20]: Commented [L6]: What would you
say is the main point that holds this paragraph together? Try
to write it in a sentence or two, and start off the paragraph
with that
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

English language, calling it the "oppressor's language", meaning "to burden with cruel or unjust

impositions or restraints; subject to a burdensome or harsh exercise of authority or power"

(Dictionary.com). Hooks says, “needing the oppressor's language to speak with one another, they

nonetheless also reinvented, remade that language so that it would speak beyond the boundaries

of conquest and domination (170, Hooks).” Villanueva agrees with hooks saying “The personal

done well is sensorial and intellectual, complete, knowledge known throughout mind and body,

even if vicariously. And for the person of color, it does more. The narrative of the person of

color validates. It resonates. It awakened, particularly for those of us who are in institutions

where our numbers are few (Villanueva 14-5).” Villanueva takes the perspective not that the

language is of the oppressors but that the language demonstrates that those whose numbers are

few stick together because it resonates with them that their culture and dominant language is

being taken away from them. The topic arises a new conflict. Villanueva also shows his personal

memories of culture when he speaks about his children and how he wishes he could teach them

more about his Spanish background. He explains, "English is the only language I know, really.

Yet Spanish is the language of my ear, of my soul and I try to pass it on to my children. But I am

inadequate"(Villanueva, 10). He refers to his own father who his kids should call "abuelo"

instead of "grandpa" because that is the Spanish way, yet, the English language has taken over

his family. It is limiting his culture. TESOL explains their perspective on culture and language in

a different way, claiming they are trying their best to keep the secondary language and culture

within the schools. "Legitimating students' LI (home language) as a cognitive tool within the

classroom challenges the subordinate status of many minority groups and affirms students'
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016
identities" (Cummins). The school system wants to keep these students from losing their
identities in culture, and help them to integrate their language into the primary English language
we know today. In my opinion, I agree that once you are sucked into the American lifestyle it is
easy for a person of a different culture to lose their background, but at the same time I believe
that it is the job of the parents and of the family to keep the traditions alive. I believe some
people are trying to reinforce other cultures into the American culture to keep the name of the
country without a permanent language, but we need help. School systems can only do so much to
help reinforce this.
In all, culture and language go together, yet in America it is difficult to keep a language
other than English, highly recognized. For there are many languages and many cultures
throughout the US, but only few are communicated well. Culture is easily lost within the mass of
English, especially when the school systems are quick to utilize only the English language and
minimize the language that is not known as well. Even with principles set to enforce the home
language to be utilized, as we know from personal experience from ourselves, and other authors,
that is not necessarily the case. Being sensitive to those who do see other languages and cultures
as important is highly respected. Being able to see the emotions that others express through their
own ways of speech is important to those who might not be as well versed as someone who has
grown up with a primary English background and language. Language and Culture is important
in America, and it is up to us to make sure it is known.
Commented [AP21]: Commented [L7]: There’s a lot of
good work in this paragraph, but it’s a really big paragraph.
As a reader, I eventually had a harder time following the
main point that it was trying to make. Here’s my advice:
read back carefully through the paragraph and see where
there are important shifts in the idea or developments in
what you’re arguing or new points being raised, and split
the paragraph based on the shifts in ideas. One easy way to
think about this would be to think about the sources: you
don’t have to use all three sources in the paragraph. Maybe
you could do hooks and Villanueva in one, Villanueva and
Cummins in the other, etc. When you do revise this
paragraph, make sure to write new topic sentences for the
paragraphs and anything else the paragraphs need to make
sense and connect back to your thesis. (That is, don’t just
split the paragraph without changing how it’s written.)
Commented [AP22]: Commented [L8]: Alicia, You’ve got
a strong start to the synthesis here. You do a good job of
integrating the sources and it looks like you found a great
third source. The thesis might be revised a bit, but it was
effective enough for me as a reader to indicate where you’ll
be going. If you decide to revise this paper for the final
portfolio, I’d suggest the following: You’ve definitely got
good stuff going on in the body of the paper, and it doesn’t
quite match up with the thesis, I don’t think. The thesis right
now stays pretty broad, saying something about
multilingualism. The body of the paper is exploring the
limitations of Standard English and their effects of the
identities of people (and specifically students) who don’t
grow up with a standard dialect of English. Make your thesis
about that specific issue rather than multilingualism
broadly. The body paragraphs get pretty long – one of them
is over a page long. That probably indicates that there are a
couple ideas that could have their own paragraph. The ideas
will be related, to be sure, but perhaps one source is
extending the previous idea a little more, or expanding
upon it. Try to split them up based on their development of
your thesis. If you have any questions about my feedback or
the synthesis, please don’t hesitate to have a discussion
with me about it. Thanks! Tyle
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

Assignment 2: Synthesis Essay-Final

America is known for being a country without an identified, permanent lanugae. America

is also known for it's primary language to be English, although many families in the US are

bilingual. In fact, according to Kim Zimmermann from Live Science, "while almost every

language in the world is spoken in the United States, Spanish, Chinese, French and German are

among the most frequently spoken non-English languages" (Zimmermann). Yet even with these

facts, language, cultural diversity and equality are still some of the most controversial topics in

the country. Many feel as though they are not equally represented such as author bell hooks who

writes the article Language: Teaching New Worlds/New Words. Hooks feels that English "is the

language of conquest and domination" (hooks, 168). She believes this dominant language of

English has an effect on those who don't speak English as their first language. Another author

Victor Villanueva, gives his perspective in his article Memoria Is a Friend of Ours: On the

Discourse of Color. Villanueva starts his article off strongly when communicating the means of

'assimilation,' meaning "to bring into conformity with the customs, attitudes, etc., of a group,

nation, or the like; adapt or adjust" (Assimilate: Dictionary). Villanueva communicates through

memories and experiences the ways in which he's noticed assimilation into the English culture of

America throughout his lifetime. On the other hand a third party author Jim Cummins who writes

an academic journal called TESOL Quarterly looks at the importance of multilinguality in the

classroom. Cummins speaks up about what it would be like to have English be monolingual for

bilingual and multilingual students. Although all of these authors have very similar perspectives,

they all come from different walks of life where they have picked up unique perspectives of
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

language. A common theme found within these authors is the limitations of Standard English and

their effects of the identities of people and students, who don't grow up with a Standard English

dialect. Their dialect is just as important as the Standard English language that is portrayed as the

primary American language.

For some, the English language holds various types of negativity. The English language

comes with limitations, some may argue that Standard English lacks the emotional connections

that a language should have. For example, hooks explains the usage of black vernacular

compared to the English language, comparing the difference between "nobody" and "no one".

She believes that "nobody" has a more emotional connection because that is the way African

Americans learned to talk. She speaks about how African Americans have had to assimilate ever

since they had been forced into slavery, including dropping their own language. Hooks explains,

"for in the incorrect usage of words, in the incorrect placement of words, was a spirit of rebellion

that claimed language as a site of resistance" (hooks, 170). Her explanation shows the resistance

to Standard English limitations. Resistance to Standard English can also be seen with other races

within schools. Jim Cummins writes about language used at school compared to the language

used at home. "Recent methods do not so much forbid the L1 (home language) as ignore it's

existence altogether. Communicative language teaching and task-based learning methods have

no necessary relationship with the L1..." (Cummins, 318). He continues to explain that the school

only communicated the at home language when advice is needed and limits the use of it if all

possible. This limitation strictly prohibits the child from putting their full potential into their

learning for they are being forced out of their known language into a new one, instead of
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

utilizing both. Both adults and children can see and feel the negative limitations of the Standard

English Language.

The English language is made up of many cultures, countries and opinions, those that

were once apart of the beginning are only recognized as English today. People feel as if they're

losing their identity and their culture when they are forced to primarily use English. Hooks is

quick to reveal her feelings about the loss of language. She says, "It is the language of conquest

and domination; in the United States, it is the mask of which hides the loss of so many tongues,

all those sounds of diverse, native communities we will never hear" (hooks, 168). She mourns

the loss of those languages that are tucked away and hidden by the English language. The

damage comes from the current state of Standard English. Some people feel the same way as

hooks does when she gives her opinion about the English Language. Hooks calls Standard

English the "oppressor's language", meaning "to burden with cruel or unjust impositions or

restraints; subject to a burdensome or harsh exercise of authority or power" (Dictionary.com).

Hooks says, "needing the oppressor's language to speka with one another, they nonetheless also

reinvented, remade that language so that it would speak beyond the boundaries of conquest and

domination" (hooks, 170). Villanueva agrees with hooks saying "the personal done well is

sensorial and intellectual, complete, knowledge known throughout mind and body, even if

vicariously. And for the person of color, it does more. The narrative of the person of color

validates. It resonates. It awakened, particularly for those of us who are in institutions where our

numbers are few" (Villanueva, 14-15). Villanueva takes the perspective not that the language is

of the oppressors but that the language demonstrates that those whose numbers are few stick
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

together because it resonates with them that their culture and dominant language is being taken

away from them. The topic arises a new conflict. Villanueva also shows his personal memories

of culture when he speaks about his children and how he wishes he could teach them more about

his Spanish background. He explains, "English is the only language I know, really. Yet Spanish

is the language of my ear, of my soul, and I try to pass it on to my children. But I am inadequate"

(Villanueva, 10). He refers to his own father who his kids should call "abuelo" instead of

"grandpa" because that is the Spanish way, yet the English Language has taken over his family.

It is limiting his culture.

Students spend so much time in school that they conform to the ways in which they are

taught to behave, to learn, to grow and to see perspectives. They are taught the ways of the

English world unless submerged in an immersion program. Jim Cummins in his journal explains

his perspective on culture and language in a different way than hooks, claiming schools and

school boards are trying their best to keep the secondary language and culture within the schools,

and within the students learning facility. "Legitimating students' L1 (home language) as a

cognitive tool within the classroom challenges the subordinate status of many minority groups

and affirms students' identities" (Cummins, 320). Cummins and his colleagues go on to

communicate that instead of banishing the L1 from the school altogether, that utilizing it to help

the student understand English will increase their skills in other places such as critical thinking

(Cummins, 319). In all, the goal of the school system is to keep these students from losing their

identities in culture and help them to integrate their knowledge of language into the primary

English language we know today.

Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

The American people should be striving to better the country that is the most promising

of all. To better the land of the free. To better the place where we have rights to speech, religion,

culture, identity, and so much more. The ability to give everyone the equal opportunity of

learning and growth is something that should be a focus in the home, in the school, and in the

community. The first step in that direction is the acceptance of language and culture. The

recognition of the cultures in our country could better the children, teens and adults for a more

educated, thriving atmosphere. To further the opportunities of jobs and practices in other

countries. To strive for a better understanding of those who aren't the same as us. Language is

unity. This is what Cummins, hooks, Villanueva and Zimmerman were trying to tell us. So this is

our chance to change our perspectives and to look at people with a different lense. This will

change our lives.

Reference Page:

Assimilate. (n.d.). Dictionary.com Unabridged. Retrieved October 1, 2016 from Dictionary.com

website http://www.dictionary.com/browse/assimilate
Cummins, J. (2009). Multilingualism in the English-language Classroom: Pedagogical
Considerations.TESOL Quarterly, 43(2), 317-321. Retrieved from
http://www.jstor.org/stable/27785008
Hooks, B (n.d.). Teaching New Worlds/New Words. Language, 167-175.
Villanueva, V. (2004, September). "Memoria" Is a Friend Of Ours: On the Discourse of Color.
College English, 67(1), 9-19. Doi: 10.2307/4140722
Zimmermann, K. A. (2015, January 15). American Culture: Traditions and Customs of the
United States. Retrieved September 28, 2016, from http://www.livescience.com/28945-
american-culture.html
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

Assignment 4: Multimodal Project-Draft

Full Spanish Integration
Lesson Plan for Grade 3, Full School Day
Prepared by Ms. Peterson

OVERVIEW & PURPOSE

To allow the students the ability to integrate Spanish into their everyday lives. In
each textbook and lesson plan, they will show Spanish and English. The students
will have a total of 2.5-3 hours of Spanish a day.

EDUCATION STANDARDS
1. Students will be able to communicate with one another in Spanish
2. Students will be able to communicate with one another in English
3. Students will be able to write full sentences in Spanish
4. Students will be able to write in English
5. Students will be able to follow state mathematics, science and history
requirements

OBJECTIVES
1. Students will learn 10 new Spanish and English words
2. Students will learn about Spanish culture
3. Students will learn how to write a hypothesis, and a conclusion

VERIFICATION
Steps to check for student understanding
1. Students will be able to explain their sentences to the class
2. Students will be able to complete math worksheet with little to no errors
3. Students will be able to repeat at least 2 new facts about the Spanish
(Spain) culture that is different than the American culture.
Typical Day:
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

Students Arrive: 7:40-8:15

-Reading Buddies as students arrive
Whole group lesson and Calendar-English and Spanish: 8:15-8:45
Writing/LA/Reading Time-English and Spanish: 8:50-10:15
Science: 10:20-10:50
Recess: 11:10-12:00
Lunch: 12:00-12:30
Math: 12:35-12:55
History: 1:00-1:30
Recess: 1:35-2:00
Snack/Pass out homework: 2:05-2:20
Special (M-Library, T-Computer Lab, W-Music, Th-Physical Ed . F-Art): 2:25-2:55
Clean Up and Pack UP: 3:00-3:10

Entrance/Calendar/Rug Time Integration

ACTIVITY
Describe activity that will reinforce the lesson
The children will enter the classroom, hanging up their backpacks and coats. Then
they will sit at their seat and do a warm up activity.
Activity 1: Coloring Page-Connect the dots, Writing Worksheet-Spanish, Picture
Sequencing-Spanish and English
After 15 minutes of warm up-”quiet work time”, the students will join the teacher
at the rug or gather spot in front of the whiteboard/calendar setup.
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

Activity 2: Teacher will proceed to ask interactive questions about the time, date,
weather, and money count of the day. The students will join the teacher in saying
each of these in Spanish and in English.
For example:
Teacher: Today is January 25th, 2017. Class join me in saying the date in Spanish.
Class/Teacher: hoy es del 25 (veinticinco) de enero de, 2017 (Dos mil diecisiete)

MATERIALS NEEDED
1. The teacher will need printed off copies of the worksheet for the day with
the number of students that are in the classroom, including some extra for
students who may have been absent or messed up and want a new one.
2. Teachers will want a number chart with spellings and pronunciations for
both a number line and the calendar dates such as this one:
http://www.enchantedlearning.com/language/spanish/numbers/21-
30.shtml
3. Teachers will want a chart with pockets to move physical coins and bills for
counting money.
4. Pointer finger, wand, etc. could be used as a prop as well. Get creative and
get the kids involved, it will help them to be more intrigued.

English/Spanish Integration for LA:

ACTIVITY
Describe activity that will reinforce the lesson
Students will go back to their seats and listen to the new words of the week that
will be presented on the board. 10 in English and 10 in Spanish. After each set of
new words they will complete an activity. The words will be related to one
another making it easier for the students to write about them.
1. Students will free write for 30 minutes in English
2. Students will free write for 30 minutes in Spanish
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

3. Students will then transition to reading time. 45 minutes of silent reading

time in English.
a. During the silent reading time students will rotate in groups to the
table where they will read a short book out loud with the teacher in
Spanish.
1. If a student is struggling to keep up in English or in Spanish at least
once a week a parent helper will take the students into the hall and
work on specific testing and help with the student.

MATERIALS NEEDED
1. Bin of books at the third grade reading level and higher in Spanish and
English
2. A large table that could fit a group of students around it.
3. Reading quizzes distributed by the schools education board for the parent
helper

*For extra help on how to help with Spanish integration into literature,
speaking and writing see this website for teaching beginning Spanish.

http://www.d.umn.edu/~ezeitz/Curriculum%20Project/ThirdGradeLessonPlans/L
essonplan3_1_1.htm (Spanish integration beginning)

Mathematics Integration:

ACTIVITY
Describe activity that will reinforce the lesson
Students will be coming back from lunch and recess and are more than likely to be
wound up. In order to get them to settle down, they’ll come back to their desks
and take out their notebooks in order to take notes and participate in an activity.
Below is a website with a full English lesson plan. For Spanish integration, the
students will do Spanish math only once a week because it is similar to English,
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

just with different names associated with the numbers. This will ensure that the
students are still learning the numbers and the systems but in both English and
Spanish.
http://www.education.com/lesson-plan/hands-on-multiplication/

History Integration:

During this time students will be ready to go out to their next recess
and are getting really tired. This is where the teacher gets to get really
creative and come up with some cool activities to get the students
involved in the history of both the Spanish culture and the American
culture. The school board will have to choose what kind of Spanish they
want the students to learn, if they don’t choose a mix of both Spain and
Mexico. The variations of the language and the culture make it a little
difficult to focus on “just Spanish”. A suggestion is to do both. For
history choosing simple things like holidays, large wars and movements
made by both Spain and Mexico. Although there are other Spanish
speaking countries, these are two of the most common. Also for
example, the language spoken in Spain is more similar to Venezuela
than Mexico.

ACTIVITY
Describe activity that will reinforce the lesson
Using Thanksgiving as an example, in America, we celebrate the Mayflower,
arrival of the pilgrims and the feast with the Indians. But for both Spain and
Mexico, they do not know of that story, although some in Mexico still give thanks.
Steps to the “Perfect” Thanksgiving Feast:
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

1. Reach out to the parents through your means of communication: whether

that’s email, newsletter, phone calls, etc. and warn the parents at least a
week or two in advance that a Thanksgiving “meal” will happen in class.
2. Remind parents and the kids that they still need to eat lunch because this is
just a small snack.
3. Have parents sign up to bring food such as:
a. Turkey meat (lunch meat)
1. Veggies (carrots, broccoli, cauliflower, etc)
2. Crackers (Ritz)
3. To prepare for class, have tidbits of the story ready to show the symbolism
of the foods, for example: the crackers represent the mashed up oats and
corn that the pilgrims and Indians ate. And the Turkey represented deer
and duck.
4. For extra fun, if you as the teacher choose, investing in some “pilgrim-like”
clothing for the students to role play as you read the story. OR you can
create a slideshow that has pictures showing the different outfits, tables,
huts, etc. that they had to use and create when they first came to America.
5. After the feast and lecture is over, then an art project is most appropriate.
Since you’re working with third graders, a turkey writing out what the
student is thankful for.
MATERIALS NEEDED
1. Food-see above
2. Slideshow or “actors” materials
3. Crayons, color pencils
4. Printed off turkey coloring sheets
5. Feathers, beads, etc for coloring page (not necessary)

*Also in a Spanish integrated school, all special days such as music, gym, art, etc.
must have Spanish and English labels and the teacher must also help them to
understand terms for their class in both languages.
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

Assignment 4: Multimodal Project-Final

Full Spanish Integration
Lesson Plan for Grade 3, Full School Day
Prepared by Ms. Peterson

OVERVIEW & PURPOSE:

This lesson plan is to show teachers that it is possible to integrate Spanish and English
into each school day. After research from the Center of Applied Linguistics, there are a recorded
163 schools in the US which offer immersion programs. This one lesson plan is to help
administration and teachers see what an immersion day could look like. There are two different
ways in which a school could choose to teach and utilize their immersion program. The first
way, is the way this lesson plan lays out. Half of the day is in Spanish and the other half is in
English. The pros of this type of teaching is that students aren't necessarily losing their English
abilities or ways of learning, they are adding Spanish to their English knowledge. Another
positive of participating in half and half, is that there could be two teachers if need be. One
Spanish teacher and one English teacher. This Spanish teacher has the opportunity to jump
between classrooms in order to give each class an equal opportunity, and ensure that they are
getting quality teaching. Also, the funding for new teachers wouldn't be through the roof. A
possibility of the negatives of participating in the half day option is that the students are getting
more Spanish than some parents want. There is always the fact that schools might not have the
funding for a new teacher to hire, therefore the English teacher will have to learn Spanish or
take it straight out of the book.
The second way to look at an immersion program is to split the school day into class
periods like a middle school or high school. This specific way will depend strictly on the grade
you want to focus on. One school in the US specifically goes by grade and the amount of
Spanish they are able to focus on within the day. Starting in Kindergarten the students will have
their day be 90% focused on Spanish (4 out of 6 class periods a day). The reason for this is
because they are still young enough that they are able to pick up on language a lot easier than
say a 6th grader. Then gradually as they get older they are focusing less on Spanish and more on
English. By the time the student is in 5th grade the split of Spanish to English will be 20% to
80%. The Students will then focus more on writing in English and be able to write full essays in
Spanish. The pros of this method is that the students are able to pick up on the language a lot
faster than easing into it. They are able to hone their skills in one major area, and then
gradually get better in both. Some critiques are that the students will be way behind in English
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

standards that they need to know. And if a kid is much more behind than average they will
most likely not succeed in either language for failure causes a lower self-esteem. This system is
also critiqued in the way that it is run because either the teachers need to be fully integrated in
Spanish themselves or the school needs to hire someone who is.
In my personal opinion, the first method is the best one. Half and half. Less worried
parents and less funding issues for the schools. More success in both languages. Now, for the
lesson plan, each of the subjects will be split half and half. There will be an explanation of each
activity. I will be explaining this lesson plan for a third grade classroom experience. These
students are in year 4 of their Spanish skills (unless Spanish is their primary language) and in
year 4 of their English skills (unless English is their primary language). The primary focus of this
lesson plan is the activities in Math, History, and Language Arts. Not only are the subjects of
focus important, but the type of Spanish that the school district teaches. According to many,
but specifically Spanish.about.com, the difference between Spain Spanish and Latin American
Spanish isn't much different. They are as different as Great Britain is to the US. Although there
are more slang terms used in Latin America than Spain. Not only that, but the accents are
different. In my small, non-diverse town my teachers were set on using only Spain Spanish
because it was more "classical". Either Spanish is great as long as you understand the slang and
teach it to the students well.
http://spanish.about.com/cs/historyofspanish/f/varieties.htm
http://webapp.cal.org/Immersion/ImmersionList.aspx

Ultimate Purpose and Goal of this lesson plan:

To allow students the ability to integrate Spanish into their everyday lives. In each
textbook and lesson plan, they will demonstrate skills in both Spanish and English.
The students will have a total of 2.5-3 hours of Spanish and English per day.

EDUCATION STANDARDS
1. Students will be able to communicate with one another in Spanish and English
2. Students will be able to write full paragraphs in Spanish and English
3. Students will be able to read 3rd-4th grade level books in both Spanish and English
4. Students will be able to follow state mathematics, science and history requirements

OBJECTIVES
1. Students will learn 10 new Spanish and English words each week
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

2. Students will learn about Spanish and American culture

3. Students will learn how to write a hypothesis, and a conclusion

VERIFICATION
Steps to check for student understanding
1. Students will be able to explain their sentences to the class
2. Students will be able to complete math worksheet with little to no errors
3. Students will be able to repeat at least 2 new facts about the Spanish culture that is
different than the American culture.
Typical Day:
Students Arrive: 7:40-8:15
-Reading Buddies as students arrive
Whole group lesson and Calendar-English and Spanish: 8:15-8:45
Writing/LA/Reading Time-English and Spanish: 8:50-10:15
Science: 10:20-10:50
Recess: 11:10-12:00
Lunch: 12:00-12:30
Math: 12:35-12:55
History: 1:00-1:30
Recess: 1:35-2:00
Snack/Pass out homework: 2:05-2:20
Special (M-Library, T-Computer Lab, W-Music, Th-Physical Ed . F-Art): 2:25-2:55
Clean Up and Pack UP: 3:00-3:10

Entrance/Calendar/Rug Time Integration

ACTIVITY
Describe activity that will reinforce the lesson
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

The children will enter the classroom, hanging up their backpacks and coats. Then they will sit
at their seat and do a warm up activity.
Activity 1: Coloring Page-Connect the dots, Writing Worksheet-Spanish, Picture Sequencing-
Spanish and English
After 15 minutes of warm up-”quiet work time”, the students will join the teacher at the rug or
gather spot in front of the whiteboard/calendar setup.
This was a chosen activity because it works with students critical thinking skills, as well as
helping them to decipher between Spanish terms and English terms. They will work quietly in
order to work on manners and the ability to follow directions.
Activity 2: Teacher will proceed to ask interactive questions about the time, date, weather, and
money count of the day. The students will join the teacher in saying each of these in Spanish
and in English.
This is critical to the third grade process. Everything will be in Spanish and English. Instead of
splitting up the day half and half, you split up the activity so the day isn't as repetative. The
calendar process is valuable to the basics in both English standards and in Spanish standards.
For example:
Teacher: Today is January 25th, 2017. Class join me in saying the date in Spanish.
Class/Teacher: hoy es del 25 (veinticinco) de enero de, 2017 (Dos mil diecisiete)

MATERIALS NEEDED
1. The teacher will need printed off copies of the worksheet for the day with the number
of students that are in the classroom, including some extra for students who may have
been absent or messed up and want a new one.
2. Teachers will want a number chart with spellings and pronunciations for both a number
line and the calendar dates such as this one:
http://www.enchantedlearning.com/language/spanish/numbers/21-30.shtml
3. Teachers will want a chart with pockets to move physical coins and bills for counting
money.
4. Pointer finger, wand, etc. could be used as a prop as well. Get creative and get the kids
involved, it will help them to be more intrigued.
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

English/Spanish Integration for LA:

ACTIVITY
Describe activity that will reinforce the lesson
Students will go back to their seats and listen to the new words of the week that will be
presented on the board. 10 in English and 10 in Spanish. After each set of new words they will
complete an activity. The words will be related to one another making it easier for the students
to write about them.
1. Students will free write for 30 minutes in English
2. Students will free write for 30 minutes in Spanish
3. Students will then transition to reading time. 45 minutes of silent reading time in
English.
a. During the silent reading time students will rotate in groups to the table where
they will read a short book out loud with the teacher in Spanish.
b. If a student is struggling to keep up in English or in Spanish at least once a week a
parent helper will take the students into the hall and work on specific testing and
help with the student.
This activity will ensure that the student is meeting the school standards in writing and in
spelling. They work on Reading as well to keep them focused on language. Students should
leave the third grade with a better comprehension of words and sentences in both languages.
The students should be able to read both English and Spanish alone with little struggle.
A suggestion to the reading time at this point is that the students log their reading books
outside of the class period. Each week they should be required to take hope a reading log in
which the parent/guardian signs. The book can be of the students choice in either English or
Spanish. If the student chooses to take home an English or Spanish book 3-4 times in a row,
encourage them to choose a the opposite language and work on reading it with some help if
needed.

MATERIALS NEEDED
1. Bin of books at the third grade reading level and higher in Spanish and English
2. A large table that could fit a group of students around it.
3. Reading quizzes distributed by the schools education board for the parent helper
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

*For extra help on how to help with Spanish integration into literature, speaking and writing
see this website for teaching beginning Spanish.

http://www.d.umn.edu/~ezeitz/Curriculum%20Project/ThirdGradeLessonPlans/L
essonplan3_1_1.htm (Spanish integration beginning)

Mathematics Integration:

ACTIVITY
Describe activity that will reinforce the lesson
Students will be coming back from lunch and recess and are more than likely to be wound up.
In order to get them to settle down, they’ll come back to their desks and take out their
notebooks in order to take notes and participate in an activity. Below is a website with a full
English lesson plan. For Spanish integration, the students will do Spanish math only once a
week because it is similar to English, just with different names associated with the numbers.
This will ensure that the students are still learning the numbers and the systems but in both
English and Spanish. At the third grade level, students should be able to count to 100 in both
English and Spanish. They should have a full understanding of addition and subtraction and be
working on multiplication and division.
Worksheets will be word problems and regular equations in both Spanish and English. This will
help the students to think about both languages when participating in math and be able to
complete the math with little struggle.

http://www.education.com/lesson-plan/hands-on-multiplication/
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

History Integration:
During this time students will be ready to go out to their next recess and are getting
really tired. This is where the teacher has the opportunity to get really creative and come up
with some cool activities to get the students involved in the history of both the Spanish culture
and the American culture. The school board will have to choose what kind of Spanish they want
the students to learn, if they don’t, choose a mix of both Spain and Mexico. The variations of
the language and the culture make it a little difficult to focus on “just Spanish”. A suggestion is
to do both. This is important because even though the history of Spanish isn't relevant to our
country, it matters for the culture. If a student was taking a high school Spanish class, they
would learn the history and the traditions for that culture.

Therefore, for history choosing simple things like holidays, large wars and movements
made by both Spain and Mexico. Although there are other Spanish speaking countries, these
are two of the most common. Also for example, the language spoken in Spain is more similar to
Venezuela than Mexico.

ACTIVITY-USA
Describe activity that will reinforce the lesson
Using Thanksgiving as an example, in America, we celebrate the Mayflower, arrival of the
pilgrims and the feast with the Indians. But for both Spain and Mexico, they do not know of that
story, although some in Mexico still give thanks.
Steps to the “Perfect” Thanksgiving Feast:
4. Reach out to the parents through your means of communication: whether that’s email,
newsletter, phone calls, etc. and warn the parents at least a week or two in advance
that a Thanksgiving “meal” will happen in class.
5. Remind parents and the kids that they still need to eat lunch because this is just a small
snack.
6. Have parents sign up to bring food such as:
a. Turkey meat (lunch meat)
1. Veggies (carrots, broccoli, cauliflower, etc)
6. Crackers (Ritz)
7. To prepare for class, have tidbits of the story ready to show the symbolism of the foods,
for example: the crackers represent the mashed up oats and corn that the pilgrims and
Indians ate. And the Turkey represented deer and duck.
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

8. For extra fun, if you as the teacher choose, investing in some “pilgrim-like” clothing for
the students to role play as you read the story. OR you can create a slideshow that has
pictures showing the different outfits, tables, huts, etc. that they had to use and create
when they first came to America.
9. After the feast and lecture is over, then an art project is most appropriate. Since you’re
working with third graders, a turkey writing out what the student is thankful for.
MATERIALS NEEDED
6. Food-see above
7. Slideshow or “actors” materials
8. Crayons, color pencils
9. Printed off turkey coloring sheets
10. Feathers, beads, etc for coloring page (not necessary)

ACTIVITY-Spanish Example
For a Latin American example, one huge holiday that takes place is "El Dia De Los Muertos" or "The Day
of the Dead". This holiday takes place of Halloween, and is known to be one of the biggest celebrations
of life. The celebration takes place over a course of 3 days to honor those who have passed. They
believe that it is imperative that those who have passed don't see mourning but happiness and
celebration. The Day of the Dead is the only day they believe that the dead can come back to earth and
celebrate with them.

For this particular activity, it can be taught over the course of a week or two, or it can be taught in one
day. The most popular way to teach it, is to teach the content, symbols, songs, etc. Over the course of a
week and at the end hold a large Spanish celebration where the students can really see what the
celebration looks like. Because of the age of the students, a suggested way to present the topic could be
through the cartoon movie "El Dia De Los Muertos" where the explanation is put into kid friendly terms.
It is a fun movie for adults and students to watch. You could even pull together multiple classrooms to
make the celebration even bigger and more fun for the students.

MATERIALS:
1. Skull Candies, Sweet Candies
2. Celebration foods (optional)
a. Tamales
b. Chips and Salsa
c. Cake
d. Other traditional Latin American Food
3. Movie "El Dia De Los Muertos" (optional)
4. Skull coloring handouts
Alicia Peterson
Tyler Ringstad
English 101
December 9, 2016

5. Trivia worksheets in Spanish

http://nationalgeographic.org/media/dia-de-los-muertos/

*Also in a Spanish integrated school, all special days such as music, gym, art, etc.
must have Spanish and English labels and the teacher must also help them to
understand terms for their class in both languages.
Commented [AP23]: Comments
This is some cool work, Alicia. I’m glad you were able to do
something that works with your major, too. For your
revisions, I’ll mainly challenge you to justify some aspects
more for your audience. One of the things you’ll want to do
for your audience (teachers) is to justify why you’re doing
these things—persuade your audience that this lesson plan
is thought-through and can work. I imagine having the intro
be a quick summary of the main activities and the reasons
you have for choosing them. You can also consider
annotating the plan with these justifications too (“This
activity will work on ____ through ___”, that kind of stuff).
With these also try to spend special attention on the
history/culture lessons too -- whose story do you tell? And
stories stick with third graders.
If you want to talk more about your project, please don’t
hesitate to come have a conversation with me.
Thanks!
Tyler