01. Introduction

PRESENTERS

Pia Arboleda, D.A., Indo-Pacific Languages and Literature, UH-Manoa

Doris Christopher, Ph.D., UH Institute for Teacher Education, Secondary

Sheri Livingston, Literacy Coach, Kalakaua Middle School

Julius Soria, Indo-Pacific Languages and Literature & Farrington High School

SUMMARY

The focus of this module is to understand students who are heritage language and English Language Learners (ELL) from the Philippines and Filipino ELLs born in Hawaii. Students who come from the Philippines come from an educational system that differs from the educational system here in Hawaii. This module gives participants the opportunity to analyze academic difficulties these students face and address strategies through lesson planning, activities and the implementation of Filipino literature.

LEARNER OBJECTIVES

  • Participants will understand what a Heritage Learner is.
  • Participants will understand the learning needs of Heritage Learners and the different types of English Language Learners.
  • Participants will be able to understand the difference between schooling backgrounds in the Philippines and the United States.
  • Participants will be able to distinguish between conversational English and Cognitive Academic Language.
  • Participants will be introduced to the concepts of Scaffolded Reading Experiences (SRE).  They will also become aware of several important concepts relating to SREs.
  • Participants will observe a model of how to scaffold reading text in preparation for individual work.
  • Participants will analyze a curriculum lesson in order to apply concepts of Scaffolded Reading Experiences.
  • Participants will be able to understand criteria for choosing literary texts to support lessons.
  • Participants will be introduced to resources that are available for use in the classroom.
  • Participants will be introduced to student-centered strategies that address the needs and cultural backgrounds of Filipino students.

STANDARDS

  • SOCIAL STUDIES
    • Standard 2: Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE- Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms
    • Standard 2: Cultural Anthropology: Understand varieties of communication, kinship, and social relationships
    • Standard 5: Cultural Anthropology: Understand interactions between local and global cultural patterns
    • Standard 7: Geography: WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world
  • WORLD LANGUAGES
    • Communication
    • Standard 1: INTERPERSONAL: Use target language to engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
    • Standard 2: INTERPRETIVE: Understand and interpret written and spoken language on diverse topics from diverse media
    • Standard 3: PRESENTATIONAL: Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics
    • Standard 4: CULTURES: Understand relationships among perspectives, products, and practices of target culture
    • Standard 5: COMPARISONS: Understand that different languages use different patterns to communicate and apply this knowledge to the target and native languages
  • LANGUAGE ARTS
    • Standard 1: Reading: CONVENTIONS AND SKILLS: Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes
    • Standard 2: Reading: READING COMPREHENSION: Use reading strategies to construct meaning from a variety of texts
    • Standard 3: Reading: LITERARY RESPONSE AND ANALYSIS: Respond to literary texts from a range of stances: personal, interpretive, critical