Moffett Elementary School

What does transference look like in the classroom?

We found students need Linguistic Resiliency! Students negotiate cognitive tasks in two languages (for example, they identify speech functions in English and Spanish).

In the classroom, we use the Contrastive Analysis Pocket Chart to support transference lessons on explicit language function skills.

Students explicitly state cross-language connections. For example, they use the sentence frame, "In Spanish______, but in English______."

This video shows Ms. Barba facilitating a contrastive analysis on the placement of adjectives in both English and Spanish with a first grade dual language student.

                 Applying Transference in Spanish                             Applying Transference in English

When students are asked to apply the content taught during transference independently they have the ability to face linguistic challenges confidently, for example, students can correctly position adjectives when writing in either language.

Transference re-imagined 

During year one of our inquiry our transference planner focused on cognates and positive and negative transference of letter sounds. This was a good training, but as our expertise on metalinguistics and transformative education developed we felt our unit stud was lacked depth. Therefore, the following planner is an example of how we transitioned from part to whole.

Year Two Part to whole:

• Focusing on one standard-based component
• Sentence structure in context
• The creation of a complete coherent sentence.

Weekly/ Year Planner for Transference - Scope and Sequence

Below you will find a planner that demonstrates how a 50/50 dual language program can implement a transference
component to a unit of study. The goal is for the planner and the unit of study be interdisciplinary with a guiding transformative theme. You will find that each day or week there is a grammar focus, input (teacher model), SGP (means student guided practice), and closure (reflection).

Lesson Design /Template

More information about a year-long scope and sequence plan can be found here.

Utilizing Common Core Standards

In our project, we piloted  the Common Core Standards as a way to start the process of conversion. The new standards will require students to think critically and connect learning throughout the content areas, as well as share their ideas and theories. In order to capitalize on this idea, we offered the students an opportunity to interact deeply with a piece of text in both Spanish and English with the theme of inclusion, The Cow's Backyard/ La Hamaca de la Vaca by Alma Flor Ada. The main character in the text is a little ant who always states, "Come join us!" to any animal that wants to get into the hammock, no matter how small or big.

Then, we introduced the biography of Ruby Bridges as a way to celebrate Martin Luther King Jr. Day. As a way to encourage students to connect themes, we asked students to explore the similarities between the character in the story and Martin Luther King Jr.

Mutli-Cultural Connection

As a way to personalize the learning and connect to the students' funds-of-knowlede, we asked students to show how they have demonstrated the theme of our unit in their own lives; "Where there is good-will, there is always a way for one more friend to squeeze in and play./ Donde hay buena voluntad, siempre hay lugar para uno mas."

Since many students have hosted family members who have immigrated to the country and have multi-generational households including grandparents and extended family, students were able to relate to showing goodwill by offering your home as a place to stay.