1 Empowering Culturally And Linguistically Diverse Students Building a Translanguaging Curriculum for Dual Language Bilingual Education (DLBE) in elementary school by Esmeralda Torres A project submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION with an emphasis in CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, Utah April 19, 2023 Approved Andrea Garavito Martinez, Ph.D. Juan Freire, Ph.D. Eulogio Alejandre, ABD 2 Table of Contents Abstract ………………………………………………………………………………………….. 3 Introduction ……………………………………………………………………………………….. 4 Literature Review …………………………………………………………………………………6 CLD students’ current adverse conditions for learning in K-12 DLBE programs ………. 6 Need for Culturally Competent Educators ………………………………………………..8 Need to Sustain Students’ and Families’ Language and Culture …………………………8 Culturally Responsive and Culturally Relevant Pedagogies …………………………… 10 Students and Families’ Funds of Knowledge as Assets for Curriculum and Instruction.. 13 CLSP to Sustain Students’ Languages and Culture and Social Justice…………………. 14 Translanguaging Practices to Sustain Students’ and Their Families’ Languages and Culture……………………………………………………………………………………18 Translanguaging and CLSP Practices in Dual Language Bilingual Education ………… 20 Methodology……………………………………………………………………………………... 23 Reviewers …………………………………………………………………………………… 33 Findings …………………………………………………………………………………….. 38 Fostering and sustaining CLD students’ biliteracy and bicultural skills development through CLSP practices, and translanguaging strategies…………………………….39 Content Relevant to CLD students’ and their families’ linguistic and cultural backgrounds…………………………………………………………………………. 43 Theme #3 - Grade appropriate, measurable, and attainable goals and core standard alignment…………………………………………………………………………….. 44 Conclusion …………………………………………………………………………………... 46 Appendix A - Subunit I …………………………………………………………………………. 57 Appendix B - Subunit II………………………………………………………………………… 67 Appendix C - Subunit III………………………………………………………………………... 80 Appendix D - Copy of Emails to the Reviewers…………………………………………………90 Appendix E - Screenshot of the Google Form…………………………………………………... 91 Appendix F - Table of Feedback……………………………………………………………….. 108 3 Abstract Translanguaging strategies allow students to use their entire linguistic and cultural repertoire, using their home language, the target language, or both through guided translanguaging practices, working with bilingual partners, collaborative and support groups, including teachers, families, and communities. This study developed a translanguaging unit for dual language bilingual education (DLBE) composed of three subunits and a total of nine lesson plans that are based on culturally sustaining practices and translanguaging strategies. This translanguaging curriculum was shared with a panel of 3 experts in the field to evaluate the components of the subunits and lesson plans and how it successfully engages culturally sustaining practices and translanguaging strategies aligning with the Utah State Core Standards. The expert reviewers found that this unit strongly supports Culturally and Linguistically Diverse (CLD) students’ dynamic bilingualism, biliteracy, and multicultural skills development by incorporating translanguaging strategies. In addition, they found that the unit needs to incorporate additional corresponding writing standards to facilitate higher engagement opportunities with the content and topics of the lessons for students in upper elementary grades, and 2) the discrepancies regarding core standards alignment for grades K-3. This study highlights the importance of incorporating linguistically and culturally sustaining practices in daily curriculum and instruction in dual language bilingual classrooms, including translanguaging strategies that support students and their families’ diverse linguistic and cultural voices and identities, languages, and cultures. 4 Introduction Being an immigrant in the United States posed many psychosocial challenges in my youth, including threats to the permanence of my Mexican-indigenous identities, languages, and culture. My mother, a Mexican-Indigenous, saw the need to help me develop resiliency and preserve my ethnolinguistic identities, cultures, and traditions by maintaining transnational connections across generations and borders. These linguistic and cultural assets became the thriving force that helped me overcome assimilation and acculturation struggles in my youth, preserve my home language, cultures, and traditions, and succeed in my academic and lifelong goals. This research and my lived experiences as a Culturally and Lingusitically Diverse (CLD) student, parent, and educator have allowed me to examine educational equity and to view bilingual students and their families' diverse ways of knowing and languaging practices as assets for curriculum and instruction. I have observed educational practices that place CLD students in inadequate conditions for learning, for example, segregating students based solely on their oratory proficiency in English rather than assessing their entire funds of skills and knowledge needed to succeed on a literacy goal, positioning students’ bilingualism and cultural practices as a deficiency rather than an asset. In addition, the lack of curriculum materials - lesson plans, textbooks, etc thatcenter the dynamic bilingualism, transnational practices, and ways of knowing and places them in the center of instruction. Thus, I felt it was important to use my knowledge and experience as a Dual Language educator writing and implementing lesson plans and assessments to create a curriculum that could be shared with other educators and practitioners. Purpose of the Study 5 For study, I created a CLD curriculum unit using translanguaging as a framework to create subunits and lessons that seek to validate and sustain students’ languages and cultures and their translanguaging practices in dual language bilingual classrooms. This translanguaging curriculum was shared with a panel of 3 experts in the field to evaluate the components of the subunits and lesson plans and how it successfully engages culturally sustaining practices and translanguaging strategies aligning with the Utah State Core Standards. The rubric utilized by the experts was created based on the work of Paris & Alim (2017) Garcia et al. (2017) translanguaging unit plans, Soltero Lopez (2019) CLSP mini unit grading rubric, and Medina's (2018) C6 Biliteracy Framework and correlated alignment with the Utah State Core Standards for English Language Arts, Social Studies, and Fine Arts. The expert reviewers found that this unit strongly supports Culturally and Linguistically Diverse (CLD) students’ dynamic bilingualism, biliteracy, and multicultural skills development by incorporating translanguaging strategies. In additionNevertheless, they found that the unit needs to incorporate additional corresponding writing standards to facilitate higher engagement opportunities with the content and topics of the lessons for students in upper elementary grades, and 2) the discrepancies regarding core standards alignment for grades K-3. To analyze the scoring and feedback, I used a thematic analysis and identified three overal themes which are (1) fostering and sustaining CLD students’ biliteracy and bicultural skills development through CLSP practices, and translanguaging strategies, (2) content relevant to CLD students’ and their families’ linguistic and cultural backgrounds, and (3) grade appropriate, measurable, and attainable goals and core standard alignment. The results from this curriculum project shows the importance of incorporating linguistically and culturally sustaining practices in daily curriculum and instruction in dual 6 language bilingual classrooms, including translanguaging strategies.. More importantly, the translanguaging unit seeks to provide authentic learning opportunities, relevant literature, and other comprehensible input to foster students’ positive outcomes and sustain their cultural and linguistic reportoire. By creating this unit, the goal is to provide educators with educational material that is relevant to students’ cultural identities, values, norms, and ways of being and knowing, that include authentic literature, including characters, settings, and plots to which students can relate to and find a connection, materials that facilitate the bridge between school and their families and communities ways of being and knowing, their cultures and traditions, including their home languaging practices, and to enhance students opportunities to contribute to the teaching and learning practices. In the following section, I will discuss my literature review which focuses on examining translanguaging and culturally and linguistically sustaining pedagogies, cultural competence, relevant and responsive teaching that support and sustain students’ funds of knowledge as assets for curriculum and instruction. Literature Review This literature review introduces the following discussions, a) the present adverse conditions for learning that CLD students experience day-to-day in the United States in K-12 classrooms, b) the need for educators serving bilingual students to become culturally competent, and c) the need to sustain CLD students, their families, and communities' languages and cultures to leverage CLD students’ positive outcomes including their academic and lifelong goal achievement. To accomplish these objectives, the following theories, pedagogies, and educational practices are discussed 1) culturally responsive teaching, 2) students’ and families’ funds of 7 knowledge, 3) culturally relevant pedagogy, 4) culturally and linguistically sustaining pedagogy (CLSP) 5) translanguaging and 6) CLSP and translanguaging in dual language bilingual education. The methodology and the translanguaging unit follow the literature review. CLD students’ current adverse conditions for learning in K-12 DLBE programs The Utah Department of Health, the NCES, and the U. S. Census data reveal an increase in enrollment of Culturally and Linguistically Diverse (CLD) Hispanic/Latino students in K-12 Utah schools. As the number of Hispanic/Latino students continues to increase, it is essential to consider the preparation and training of educators serving CLD student populations. Vespa et al. (2018) argue that educators must develop cultural competency to support CLD students, particularly Hispanic/Latino students, equally. CLD Hispanic/Latino students enrolled in K-12 schools are not receiving equitable access to the culturally relevant curriculum and instruction (Gorski, 2018; Paris & Alim, 2017; Vogel et al., 2017 & Lazarevic et al., 2020) that value and support their funds of knowledge, Alvarez (2017) and their positive psychosocial development (Umaña-Taylor, 2007). CLD students come into our classrooms with diverse funds of knowledge, including students’ lived experiences Gonzalez et al.(2005), a diverse linguistic and semiotic repertoire, and dynamic translanguaging practices that facilitate valuable teaching and learning transactions that promote CLD students' positive outcomes. Students’ diverse funds of knowledge need to be explicitly and intentionally valued and utilized as assets for curriculum and instruction to provide all students with equitable educational opportunities and social justice (Thomas, 2017; Harlow, 2011). The U.S. Census (2018) report shows that by the year 2060, population growth will reach U. S. majority-minority projections, reporting that 60% of the population will be a non-white 8 minority and 28% of the total minority population will be Hispanic/Latino (Vespa et al., 2018; NCES, 2012). According to the Utah Department of Health, the Hispanic/Latino population increased by 78% from 2000 to 2010, from 201,559 to 358,340 (UDOH, 2015). The U. S. Census (2019) statistics show that 14.4% of the total population in Utah is Hispanic/Latino, of which 29% is under the age of 18. According to these statistics, from 2000 to 2019, the Hispanic/Latino K-12 student population substantially grew in Utah’s K-12 schools, and it will continue to grow according to the estimated majority-minority projections (USHE, 2019). According to these statistics, an increasing K-12 Latino student population will need culturally competent educators and school systems to sustain their language, culture, and ways of being through culturally sustaining pedagogies to increase their positive outcomes, including academic achievement. However, the number of culturally competent educators and culturally sustaining programs in K-12 schools are disproportionately lower than the increasing culturally and linguistically diverse student population that needs equitable representation in curriculum and instruction. Need for Culturally Competent Educators “Teachers need to acquire new skills, knowledge, and attitudes that will enable them to effectively relate to and educate all students in multicultural and multiracial settings” and “be willing to implement ideological and methodological bridges that will help them cross over between theory and practice,” to value and incorporate students’ and families' funds of knowledge, including CLD students’ culture and language Coggins and Campbell (2008) Herrera & Gay (2016). 9 Need to Sustain Students’ and Families’ Language and Culture Assimilation and acculturation practices and other deficit thinking models continue to be used as best practices in K-12 schools around the U.S., marginalizing students' culture, and language, characterizing bilingual students’ languages and cultures as a problem or a deficit orientation. According to Gonzalez et al. (2005), the mainstream educational structures and practices do not support U.S. Mexican students' developing personal and cultural identities and prior knowledge. Culturally diverse students, including those of U.S. -Mexican backgrounds, continue to suffer the deficiency models that place students in ability groups based on the assumptions that they are not ready for comprehension skills acquisition, excluding their linguistic and cultural knowledge. Osorio (2020) stated that emergent bilinguals consistently experience a feeling of exclusion, of not belonging in U.S. classrooms because the educational system defines their bilingualism as a problem that needs correction instead of an asset. Often, CLD students experience the burden of acculturating and replacing their home languages and cultures with new languages and cultural norms. According to McMillan (2018), “When students are placed in an environment with a different culture, they are required to make behavioral and psychological changes” through phases in the acculturation process that causes traumatic experiences in students, including euphoria, culture shock, and anomie. Subtractive schooling practices, including racial ranking ideologies and deficit thinking models, the shortage of culturally competent educators, and the disparity of access to culturally sustaining pedagogies deprive not only CLD students of their languages and cultural identities but also cause long-term adverse effects on students, putting CLD Latino students at a disadvantage in education compared to middle-class white students. (Paris, 2012; Kim et al., 2019; et al., Garcia et al.2017, Gonzalez, 1999; Coggins & Campbell, 2008; Gorski, 2018; 10 Subero et al., 2015; Thomas, 2017; Alvarez, 2018; Gonzalez et al. 2005; Lazarevic et al.,2020 & Paris & Alim, 2017). Therefore, the United States educational system needs to incorporate educational practices that will provide students with access to curriculum and instruction that reflects their histories, their ways of knowing, languages, and cultures to truly engage students in their learning in ways that are natural to them, including welcoming their diverse language practices and giving them access to the language and culture of institutional power" Paris & Alim (2017). In the following section, I will discuss culturally responsive teaching to develop cultural competency, students’ and families’ funds of knowledge, culturally relevant pedagogy, culturally and linguistically sustaining pedagogy (CLSP), translanguaging and CLSP, and translanguaging in dual language bilingual education. Culturally Responsive and Culturally Relevant Pedagogies Cultural and linguistic competence refers to a collection of human behaviors, knowledge skills, and attitudes that allows individuals and systems to employ effective cross-cultural relations with people of all cultures. Teachers need to increase their self-awareness about their cultural backgrounds, values, cultural attitudes, beliefs, and behaviors toward people from diverse ethnic and cultural groups and assess the effects of culture on individual behavior and social interactions to help students “recognize and honor their own cultural beliefs and practices while acquiring access to the wider culture” (Keengwe, J., 2010; Ladson-Billings, 2006 & Freire, 2020). Cultural education researchers propose CRP to promote cultural competency for teachers and students. Gay (2010) states that many educators ignore the harmful effects of subtractive pedagogies, including the “deficit syndrome,” attributing CLD students’ academic failure to students’ language and culture. These subtractive practices deprive CLD students’ individualism 11 and differences, including students’ ethnic identities and culture. These deficit thinking models support the belief that students can achieve in today’s mainstream society only through assimilation, pressing students to replace their culture with new cultural norms. Gay (2010) states, “decontextualizing the teaching and learning from the ethnicities and cultures of students minimizes the chances that their achievement potential will ever be fully realized.” Medina (2018) calls educators to reevaluate their “thinking and acknowledge that all students bring gifts into the school building, including their language, culture, and full identity,” stating, “students do not have achievement gaps we have to fill, they have gifts we need to leverage.” Thompson (2010) identified positive learning environments, students’ relationships, and educators’ cultural competence as positive relationships and higher sociocultural competence predictors. Coggins & Campbell (2008) affirm that schools and educators can help close the achievement gap for minoritized students by incorporating important aspects of multicultural education, including cultural competence for all students, ensuring that the teaching research for multicultural history is transparent and equitably represents all students, by developing human relations skills, cultural self-awareness, multicultural awareness, and cross-cultural experience, allowing all students to succeed, particularly the growing diverse student population in schools across the United States, highlighting the importance of reaching out to these diverse students and ensuring that they can reach their academic and social success. Brace (2011, page 2) calls educators to gain cultural competence, stating, “if our country is to change the current inequalities in society, we must begin by providing a truly equal education to all children.” The Guiding Principles of Dual Language sustain three main goals that need to be adopted by dual language programs, including bilingualism, multiculturalism, and sociocultural competence. Howard et al. (2018) identified sociocultural competence development as a 12 necessary advancement in dual language education and explained that “curriculum also needs to reflect and value students' languages and culture” (Howard et al., 2018, p. 34). According to Howard et al. (2018), sociocultural competence development promotes socio-emotional learning by sustaining students' identities and self-value, caring learning environments, and positively influencing students' behaviors, attitudes, and academic achievement. Herrera (2016) proposes essential components of culturally responsive teaching parallel to the cultural competence goal defined in the Guiding Principles for Dual Language Education to better support students' and families' funds of knowledge, including “holding high expectations, valuing families’ and students’ ways of being, creating contexts where all voices are provided an opportunity to be heard, creating classroom ecologies that care and respect the student, regardless of background and using what is learned about the students’ biographies to plan meaningful lessons for the learner” (Herrera, 2016 & Howard et al. 2018). According to Gay (2010), culturally responsive teaching validates and legitimizes the cultures of CLD students. Its core elements are founded on early cultural education practices supporting the “focal values of Native American cultures, and comprehensive components of learning [including] cultural values, sociocultural, religiophilosophical and political behavioral styles resulting from them (Gay, 2010, p. 29). These core elements included “reciprocal relationships, mutual sharing, inclusion, self-realization, spiritual and character development of individuals and groups, and community building and success.” According to Thompson (2010), six characteristics of effective culturally responsive practices help educators reach out to diverse students. These characteristics include developing sociocultural consciousness, educators’ attitudes towards CLD students, commitment to advocating for equitable education, adopting constructivist teaching practices, including multiple perspectives, and building upon students’ 13 personal and cultural strengths. “Culturally responsive teaching is a paradigm that challenges the traditional curricular and instructional methods to increase engagement and motivation of students of color who have been marginalized.” Culturally responsive teaching urges teachers to adopt a proactive approach toward students’ cultures and to analyze their beliefs towards diversity and equity to be culturally competent (Vavrus, 2008; Gay, 2000). Ladson-Billings (1995) defines “culturally relevant” as a more comprehensive term to describe the relationship between home/community culture and school culture, incorporating three essential purposes: to produce students who can achieve academically, students that demonstrate cultural competence, and students who both understand and critique the existing social order. Ladson-Billings’s (1995) culturally relevant pedagogy is based on four prepositions that educators need to incorporate in their teaching, including, concrete experiences as a criterion of meaning, dialogue in assessing knowledge claims, the ethic of caring, and the ethic of personal accountability to better serve students of color. Ladson-Billings’ culturally relevant pedagogy goals include educators’ cultural competence development by assessing their own beliefs, biases, and pedagogical, philosophical, and political perspectives through ethnographic interviews, peer observations, and evaluation to re-examine and rethink their practices in terms of providing students with culturally relevant curriculum and instruction including promoting positive conceptions of self and others, positive cultural, social relationships and helping students develop cultural critique. Students and Families’ Funds of Knowledge as Assets for Curriculum and Instruction A child’s ethnic identity formation begins early in life through essential childhood experiences that include connections with a child’s ethnicity and culture (Lazarevic et al., 2020; Thomas, 2017). These meaningful ethnolinguistic and cultural childhood experiences promote 14 students’ developmental and internal assets and increase their positive outcomes (Thomas, 2017; Harlow, 2019; Coggins & Campbell, 2008; Umaña-Taylor; Lazarevic et al.,2020). Alvarado & Ricard (2013) and Umaña-Taylor & Updegraff (2007) identified these developmental and internal assets as predictors of CLD Hispanic/Latino students’ positive psychosocial development and academic success. These developmental and internal assets include opportunities, skills, relationships, values, self-perceptions, self-esteem, identity formation, and positive psychosocial development. Valenzuela (2005) refers to these developmental and internal assets as the child’s lived experiences, students’ lives and backgrounds, linguistic and cultural knowledge, or funds of knowledge; these funds of knowledge include their home languages, cultural and socio-economic identities, and other associated assets. Valenzuela (2005) states that educators must promote reciprocal relationships between parents and teachers and validate household knowledge that students bring into curriculum and instruction. Educators need to bridge cultural and linguistic transactions between home and school to foster CLD students’ positive outcomes. According to Gonzalez et al. (2005), the following essential pedagogical practices must be embedded in curriculum and instruction to effectively leverage CLD students’ and families’ funds of knowledge and increase CLD students’ positive outcomes. These essential pedagogical practices include teacher cultural competency, a critical examination of the basis of cultural curriculum and instruction, evaluation, and dynamic forms of assessment that seek to measure CLD students’ potential, cultural and linguistic bridging relationships between home and school, and “incorporating students’ and families’ funds of knowledge into learning modules that approximate the total reality of student populations.” 15 CLSP to Sustain Students’ Languages and Culture and Social Justice As a CLD student, parent, and educator, I have been able to experience the unilateral norms, language, and cultural knowledge that continue to promote historical and cultural understandings about CLD students’ languages and culture that are not always accurate, and often marginalize CLD students’ individualism and discourage the use of students’ funds of knowledge as assets for curriculum and instruction. Herrera (2016) highlights the significance of teaching beyond accepting students’ ethnic, racial, cultural, and linguistic differences and understanding the effects on students’ outcomes. According to Herrera (2016), educators need to know how to understand these differences and what to do about them by moving from theory into practice. "Understanding how culture operates in daily classroom transactions allows students to engage in critical dialogue and recognize culture's critical influence on teaching and learning.” Schools and educators need to use ethnically diverse students’ characteristics, experiences, and perspectives as channels for teaching them more effectively.” “CLD students can attain academic achievement if curriculum and instruction are taught through students’ cultural and experiential filters.” To provide CLD Hispanic/Latino students with equitable education that supports their bilingualism and sustains their language and culture, the United States educational system needs to break off from subtractive teaching practices and deficit thinking models and incorporate culturally and linguistically sustaining pedagogies (CLSP) that include teaching practices that will uphold and rethink culture to foster social justice using students’ entire cultural and linguistic wealth of knowledge and skills, placing the linguistic, literate, and pluralism in the center of the classrooms and spaces where CLD students’ holistic linguistic and cultural repertoire is incorporated and validated (Paris & Alim, 2017; Velez-Ibanez & Greenberg, 1992; Osorio, 2020). With classrooms growing more diverse and multilingual in 16 K-12 schools, educators, administrators, and educational agencies must implement multicultural theories and practices that foster nurturing unbiased curriculum and instruction, Garcia et al. (2017). Culturally Sustaining Pedagogy (CSP) recognizes the value of multiculturalism and multilingualism in education for students, educators, and other agents of educational change (Garcia et al.,2017). Paris & Alim (2017) CSP forwards three essential practices that educators will need to incorporate in curriculum and instruction, to sustain the cultural ways of being of communities of color, “1) placing multiculturalism, multilingualism, and racial, cultural, and social justice at the center of teaching and learning 2) turning the gaze away from White middle-class expectations and onto the heritage and community practices of youth of color and 3) facilitating young people’s critiques of racist institutional barriers that have long hindered and that continue to hinder their academic success” (Paris & Alim, 2017). Gonzalez, et al. (2005) states that “when knowledge and skills are placed within the lived experiences and frames of reference of students, they are more personally meaningful, have higher interest appeal, and are learned more easily and thoroughly.” CSP values multiethnic and multilingual identities present and future. CSP “seeks to perpetuate and foster linguistic, literate, and cultural pluralism as part of the democratic project of schooling for positive social transformation.” Freire (2020) calls “teachers to understand the historical and current inequalities, social justice issues and oppression” facing students of color, to sustain students’ of color by providing them with opportunities to engage in conscious classroom discussions regarding socio political issues that affect their communities (Gutierrez & Rogoff, 2003; Paris & Alim 2017; Freire, 2020). Paris & Alim (2017) identified deficiencies in previous approaches regarding effectively representing the languages, literacies, and other cultural practices of marginalized communities, 17 stating, “It is quite possible to be relevant to something without ensuring its continuing and critical presence in students’ repertoires of practice, and its presence in our classrooms and communities.'' CSP seeks to support students’ language and culture as internal assets that help CLD students develop resilience and achieve academic and long-term success. Based on fundamentals of culturally responsive teaching and culturally relevant and sustaining pedagogies, Osorio (2020) affirms that internal and external assets, including students’ and families’ funds of knowledge, can be leveraged by fostering culturally and linguistically sustaining spaces that welcome the linguistic and cultural resources that students bring into the classroom, stating “when teachers begin to take into account that students come from households with culturally and cognitively rich resources, they can tap into each student’s knowledge to provide a more culturally sustaining curriculum.” Osorio (2020) proposes translanguaging as a way to welcome bilingual students' linguistic resources, inviting students to use their natural communicative practices, utilizing all of their cultural and linguistic repertoires without having to silence either language; these cultural and linguistic sustaining practices provide CLD students with equitable access to classroom curriculum and instruction and equitable opportunities to contribute to their classroom communities. (CSP) adds validity to the knowledge students bring into the classroom, drawing from students’ lived experiences. Paris & Alim (2017) highlight the need for schools to be sites for sustaining the cultural ways of being of communities of color. “CSP not only seeks to sustain Black, Latinx, Asian, Pacific Islander, and Indigenous languages and cultures but also sustains the emerging, intersectional and dynamic ways in which they are lived and used by young people '' Paris & Alim (2017). According to Paris & Alim (2017) the School Kids Investigating Language in Life and Society (SKILLS) program exemplifies culturally and linguistically sustaining practices that align to CSP goals including, 1) 18 supporting and developing the entire linguistic and cultural repertoire of students, their families, and communities 2) providing students with access to the language and culture of institutional power, and 3) to guide students to engage in critical discussions about inequality or exclusion. From 2010 to 2017 the SKILLS program developed through a university-community partnership, including, the University of Santa Barbara, California and public schools, serviced 800 public school Latino students between the ages 6-9 from urban, rural, and suburban municipalities. The program encourages participants to engage in critical discussions about language, race, racialization, power and identity, including discussions around their daily lived experiences and languaging practices, for example, translanguaging, hybrid languaging, individual, familial, and community language shifts. Participants also engage in activities where they have equitable opportunities to discuss language in socio-political contexts. This youth-centered approach acknowledges “the agency, expertise, and self-determination of young people as researcher-activists'' including, validating CLD students’ entire linguistic and cultural lived experiences within their families, peer groups, and communities, including using their entire linguistic and cultural repertoire, providing CLD students access to the language and culture of institutional power, and guiding students to challenge social inequality and exclusion, Paris & Alim (2017). Other ways to sustain students' language and culture include curriculum and instruction incorporating the shifting and changing practices of students and their communities, including Hip-Hop cultures Paris & Alim (2017). Paris & Alim (2017) urge educators to look at students’ language and culture not as static ways of living and historically defined language practices and cultural norms but to welcome CLD students’ entire cultural and linguistic repertoire, including the new, complex, and intersecting forms of racial/ethnic identities and linguistic recombinations, (Gorski, 2018; Paris & Alim, 2017). 19 Translanguaging Practices to Sustain Students’ and Their Families’ Languages and Culture According to Kim et al. (2014) and Pacheco & Miller (2016), translanguaging engages CLD students in culturally and linguistic sustaining practices through diverse metalinguistic methods, and by incorporating the dynamics of CLD students’ language and culture allowing them the use of students’ entire cultural and linguistic repertoire. According to Garza and Langman (2014), translanguaging practices in a DLBE context support bilinguals’ identity formation, help them develop a sense of belonging, understand belonging to a bilingual community, and to continue to develop their diverse languaging practices. Translanguaging provides spaces that CLD students need where they are brought to the center of instruction through teaching and learning processes that allow CLD students to “draw from their entire linguistic or semiotic repertoires to make and share meaning” (Kim et al., 2014, page 2). Creese and Blackledge (2010) refer to translanguaging as a flexible, fluid linguistic tool molded according to socio-cultural and historical environments. Based on culturally and linguistically sustaining pedagogies, translanguaging can be best understood by considering its theories, purposes, and practices that support CLD students’ and families’ funds of knowledge in bilingual or multilingual classrooms and its components that sustain the ways of being of the youth of color. Translanguaging, as defined by Garza & Langman (2014, page 1), “refers to the speakers’ construction and use of original and complex interrelated discursive practices that cannot be easily assigned to one or another traditional definition of language, but that makes up the speakers’ complete language repertoire.” Translanguaging relates to “spaces where individuals retrieve selected linguistic features from their entire linguistic repertoire and perform cognitive transactions, including negotiations and mediations that individuals develop within the 20 communication processes in their multilingual and multicultural classrooms” (Garza & Langman, 2014). Garcia et al. (2017) define students’ and educators’ translanguaging performances and pedagogies, including teaching and learning activities that value and facilitate the use of students’ and families’ language and culture. Through students’ translanguaging performances and educators’ translanguaging pedagogies. “Students perform linguistically through oral, written and signed language to demonstrate knowledge and skill, using their entire linguistic and cultural repertoire and language-specific features, to make meaning, using their bilingualism in different contexts, times, experiences, and progressions.” “Educators, on the other hand, will implement culturally responsive and sustaining pedagogies, employing their educational stance to bring students to the center of instruction, by designing instruction and assessment that support language-specific and language and cultural practices” Garcia et al. (2017). According to Vogel & Garcia (2017), three core premises uphold translanguaging theory, including the nature that students use selected features from a unitary repertoire to communicate; it draws from a perspective that bilingualism and multilingualism empower individuals’ dynamic and semiotic practices above the named languages, it does not separate L1 and L2 but uses an entire linguistic and cultural repertoire, and provides CLD students’ with spaces and places that promote equitable education and justice for minority students, to adapt the teaching and learning opportunities to leverage students’ entire linguistic and cultural repertoire. Garcia et al. (2017) sustain that the following purposes synchronize to advance social justice when teachers support students’ bilingualism through curriculum and instruction, to provide CLD students equitable opportunities to succeed, including helping students as they engage with and comprehend complex content and texts, providing opportunities for students to develop linguistic practices for 21 academic contexts, making space for students’ bilingualism and ways of knowing and supporting students’ bilingual identities and socioemotional development. Translanguaging and CLSP Practices in Dual Language Bilingual Education Howard et al., (2018) forward five key principles that uphold effective DLBE programs, including 1) a program structure that sustains and promotes students’ bilingualism, biliteracy, and sociocultural competence and holds effective and knowledgeable leadership 2) a standard and research-based curriculum and instruction that are centered on students and fosters the realization of the three goals of DLBE including bilingualism, biliteracy, and sociocultural competence through effective processes and technology integration 3) assessment and accountability that adhere to the DLBE program goals, state content and language standards applied through a variety of measures to evaluate students’ content knowledge and literacy skills proficiency and to collect and analyze assessment data to guide and inform instruction 4) Effective processes to recruit and retain highly qualified dual language staff and to professional development to support and promote effective instruction and staff skills development and 5) active and responsive family engagement programs and processes including advocacy and outreach support programs to foster positive school-family and community relationships and supports all stakeholders (Howard et al., 2018). Garza and Langman (2014) discuss translanguaging practices of teachers and students in dual language bilingual classrooms. Garza and Langman (2014) define translanguaging as a fluid linguistic tool socially and historically constructed by the surrounding environment where translanguaging happens. During the translanguaging dynamic, bilinguals draw a flexible range of linguistic features from their entire linguistic repertoire to convey and make meaning. 22 Translanguaging in a dual language bilingual classroom model consists of 5 components, including 1) building a nurturing classroom community that supports and values students' bilingualism, multiculturalism and sociocultural competence development, 2) pre-assessment processes to assess students' language use in different contexts, to differentiate language instruction, design lessons according to students' individual languaging practices and select culturally relevant materials to support students' individual needs 3) teachers create a translanguaging ring that is flexible and operates and is adjusted according to students' needs and language progressions, the translanguaging ring provides students' with opportunities to critique and challenge systems of oppression, to engage in higher order thinking processes to promote and practice social justice 4) dual language bilingual classrooms should provide spaces that foster equitable opportunities for bilinguals to use their translanguaging practices to develop and succeed in their language performances and learning goals. Translanguaging spaces provide students with opportunities to develop metalinguistic awareness in the use of language, for example, critical analysis of language features, discourse structures, and cultural items and 5) culminating projects and assessments, students should be assessed in both languages to equitably assess their abilities and content knowledge and have the freedom to use their entire linguistic and cultural repertoire to show their understanding and target skills achievement (Garza and Langman, 2014 & Howard et al., 2018). Medina (2018) states that dual-language bilingual programs must incorporate translanguaging spaces and practices “that bring together content, language, and culture.” According to Osorio (2020), translanguaging provides equitable learning spaces where students feel free to use all of their linguistic and cultural resources and engage in meaningful cross-languaging processes, where they feel their translanguaging practices are welcomed. 23 Teachers in DLBE classrooms can develop CLSP-aligned translanguaging lessons that intentionally use students’, their families’, and communities’ funds of knowledge as assets for curriculum and instruction through multiple approaches and educational practices. These practices may include examining translanguaging during read-alouds, bringing it to context, providing students with equitable spaces to share their different views about the use of language, bringing both languages to an equal balance, and incorporating authentic, relevant literature that linguistically and culturally sustains students’ languages, cultures and traditions, Osorio (2020). Other translanguaging practices include family literacy projects and “musicking” (music education) in DLBE that sustain students’, their families’, and communities’ entire linguistic and cultural repertoire, (Kim et al. 2021, Garcia & Ortega, 2020). According to Kim et al. (2021), people transit across diverse social structures and communities, collecting “linguistic/non-linguistic means and cultural assets" and experiences that enrich their cultural and linguistic repertoire, contributing to a "newly developing semiotic ecology” in DLBE classrooms and programs. Garcia & Ortega (2020), affirm that “musicking” as a translanguaging theory, provides students with academic and social spaces to employ culturally sustaining practices, it suggests that minoritized bilingual students' use all of their "features of their communicative repertoire to make meaning" engaging in internal, oral, or written social and political interactions with texts.” For CLD bilingual students and their communities, translanguaging in musicking goes beyond learning to play an instrument and learning to perform, rather it is a matter of honoring and preserving family connections through generations, family traditions that are enacted through music and dancing (Garcia & Ortega, 2020). 24 Methodology In this section, I will talk about the methodology and methods of my project. As a current elementary school teacher in a Spanish dual language bilingual education program, I wanted to develop a curriculum with lessons that incorporated culturally and linguistically sustaining practices and translanguaging strategies to leverage CLD students’ positive outcomes by strengthening and sustaining their linguistic and cultural identities and their languaging and cultural practices. As described in my literature review, I used the work of Gonzalez, et al. (2005), Paris & Alim (2017), and Garcia et al. (2017) and Howard et al., (2018), Soltero Lopez (2019) CLSP mini unit grading rubric, and Medina's (2018) C6 Biliteracy Framework, and Hesson, Seltzer & Woodley (2014) to develop a translanguaging unit of instruction and aligned rubrics to foster the attainment of the three goals of DLBE, including bilingualism, biliteracy and sociocultural competence aligned to the framework of translanguaging, culturally sustaining pedagogy, and culturally relevant pedagogy that incorporates the following goals. a. To support students’ bilingualism, biliteracy and bicultural skills development. By incorporating lessons that provide CLD students with opportunities to develop higher-order and critical thinking and support students’ biliteracy and bicultural skills development, and their dynamic bilingualism. b. To support students’ cultural identities. Through lessons that explicitly and intentionally use and value students' cultural identities, students’, their families' and communities’ linguistic and cultural funds of knowledge as assets for curriculum and instruction, including their linguistic and cultural sustaining practices and lessons that incorporate relevant and 25 authentic materials, where CLD students are equally represented by the narratives, characters, settings, and plots. c. Equitable opportunities to develop sociocultural competence and participate in the learning or have access to social justice. By supporting and promoting academic achievement for all students especially marginalized CLD students and students of color through student-centered CLSP lessons and by providing CLD students access to social justice and equitable opportunities to critique and challenge subtractive and oppressive systems facing communities of color. Also, I combined all my professional training and expertise in this curriculum development and design to create a grades K-3 translanguaging unit (See Appendix A) divided into three subunits with three lessons each. A total of nine multidisciplinary lessons were created that expand into six to eight weeks of instruction for grades K-3. These lessons were aligned with the Utah State Core Standards for English Language Arts, Social Studies, and Fine Arts. They are designed based on the translanguaging unit template and guides by Garcia et al. (2017) and Hesson, Seltzer & Woodley (2014). The translanguaging unit includes subunit overviews, enduring understandings, essential questions, content and language performance objectives, translanguaging strategies, lesson materials, and assessments (see Appendices A, B, & C). I used this framework to develop the following lessons for grades kindergarten to third grade. Figure A. CLSP-Translanguaging Unit 1. Exhibits three subunits with correlating lessons aligned to the translanguaging, culturally and linguistically sustaining pedagogy and culturally relevant pedagogy. Each subunit incorporates specific translanguaging and culturally and linguistically sustaining (CLS) practices that support and promote the attainment of one or more 26 DLBE goals and students’ bilingualism, biliteracy and bicultural skills development. Subunit 1 focuses on developing sociocultural competence by exploring and understanding diverse communities and students’ cultural backgrounds. Subunit 2 incorporates lessons that provide students with opportunities to develop multicultural perspectives and to view themselves, their bilingualism, their families’ and communities’ languages and cultures as having equal value and representation as the mainstream languages and cultural norms. Subunit 3 provides students opportunities to analyze, and understand culturally and linguistically sustaining practices of diverse communities and their families. Figure A. CLSP-Translanguaging Unit 1 27 In the following section, I will give a summary of each subunit, a complete and detailed description of the lessons can be found in Appendices A, B, and C. Subunit I For this first subunit (Appendix A), I wanted to focus on students exploring Latin American and Spanish-speaking countries. The activities and texts focused on the socio-economic development of diverse communities in the United States and their ways of thriving, through multicultural bilingual texts and the use of maps and map tools. The objectives of this subunit aimed to introduce students to the concepts of geography, linguistic and cultural diversity, linguistic and multicultural identity, socio-economic development, and ways of thriving in diverse communities living and working in the United States, including students’ local communities. The intention of this subunit was to provide students with opportunities to explore and gain a basic understanding of the national origins and the linguistic and cultural backgrounds of people living and working in students' local communities —to describe how communities use language and culture to construct and convey meaning to develop, thrive, and interconnect locally and globally. To promote the development of a set of literacy, writing, and research skills, by reading and exploring different literary genres, including realistic fiction, nonfiction, personal narratives, and informational texts. Students will also develop critical thinking, multiple perspectives, and social-emotional learning. The subunit overview is for students to understand how people develop a sense of linguistic and cultural identity. It is based on the understanding that geography helps us understand and identify the location of major characteristics of countries around the world, diverse communities in the United States, and the locations and settings of their stories. Students will examine how diverse communities use their language and cultural knowledge to develop, 28 thrive and interconnect locally and globally and contribute to a community's socioeconomic development. The guiding questions are: 1. What does living in a diverse community mean? 2. What do you know about people that live and work in your community? What are their national origins? What languages do they speak? What is culture? 3. How do people develop their linguistic and multicultural identities? 4. How can geography help us understand and identify the national, linguistic, and cultural roots of people living in diverse communities? 5. How do diverse communities use all of their linguistic and cultural repertoires to develop, thrive and conduct local and global business transactions? To help students “to recognize and honor their own cultural beliefs and practices while acquiring access to the wider culture” (Keengwe, J., 2010; Ladson-Billings, 2006 & Freire, 2020) this subunit includes materials that are linguistically and culturally relevant to Spanish/English bilingual CDL students. Lessons and materials that may provide CLD students with guidance, to grow knowledgeable of the diverse communities living and learning in their neighborhoods, their languages, cultures and traditions and thus acquire and develop cultural competency. Another important aspect of these lessons and materials is to provide students with opportunities to engage in their learning in meaningful ways, to strengthen their linguistic and cultural identities, and find connections to their ethnicity, their families' origins, and cultural roots through the literature and other materials included in this subunit. This subunit includes a culturally relevant project where students exhibit their wealth of knowledge and understanding of diverse communities by developing a descriptive cultural brochure about a Latin American 29 country, which opens up a chance for students to understand their ethnolinguistic and cultural roots better. Another window to students’ cultural competence development is accessed through students’ analyses of authentic literature that mirrors students' languaging practices, and their linguistic an cultural identities Subunit II The second subunit (Appendix B) is focused on exploring and understanding Latin American immigration history, and immigrant narratives, including their struggles, successes, and resiliency development. Students will be able to analyze the contributions of diverse communities, and their socio-economic development including farming and other ways of knowing and sustaining practices. Students will develop a set of literacy, writing, and research skills, by interviewing their families and other people in their communities, reading and exploring different literary genres, including realistic fiction, poetry, nonfiction, personal narratives, and informational texts. Students will also develop critical thinking, multiple perspectives, and social-emotional learning. In Subunit #2, the overview is focused on the past and present contributions of diverse communities that have shaped the United States socio-economic development and the local communities. It also examines how Indigenous peoples possess a vast variety of knowledge that is personal, and orally transmitted, including lived experiences and narratives. Indigenous ways of knowing can help us develop and build on our understanding of respect, responsibility, purpose, and cooperation across diverse communities and families and develop and understand indigenous ways of thriving to preserve natural resources. The guiding questions are: 30 1. In what ways have diverse communities contributed to the United States' socio-economic development? 2. What are some present contributions of Indigenous peoples? 3. What can we learn from the past and present contributions of diverse communities in the United States? The subunit follows a sequential set of topics and skills students need, to develop cultural competence, to find linguistic and cultural connections in the lessons and materials and to learn to value their ethnolinguistic and cultural identities, to develop multiple perspectives and empathy through the analysis of migrant and minoritized CLD communities’ narratives and other literature including biographies of people of color to understand, analyze and develop resilience traits. This subunit incorporates authentic literature and other materials that echo students’ voices and their families’ narratives, ways of being, and knowing. A significant practice that features and amplifies students’, their families’ and communities’ voices and translanguaging practices with equal value is the development of interviews that allow students to design a bilingual questionnaire with the purpose of interviewing, analyzing and interpreting the diverse languaging practices within their families, classrooms and communities. Subunit III The third subunit (Appendix C) focuses on students exploring and understanding indigenous and their families’ linguistic and cultural sustaining practices, including ways of thriving. Students will analyze transnational diverse communities’ linguistic and cultural sustaining practices across generations and borders and develop of a set of literacy, writing, and research skills, through photo stories and by interviewing their families and other people in their communities, reading and exploring different literary genres, including realistic fiction, poetry, 31 nonfiction, personal narratives, and informational texts. This unit allows students to develop critical thinking, multiple perspectives, and social-emotional learning. This subunit focused on students developing critical analysis skills, including observational, interpretive, critical thinking, communication, and creativity, through photo analysis, photostories, and family narratives. More specifically, it focuses on how Indigenous cultures employ sustaining practices to preserve their traditions, languages, and cultural heritage, and identity and how transnational communities employ sustaining practices to stay connected with family, friends, language, and culture through generations and across borders. The guiding questions for this subunit are: 1. In what ways have some indigenous cultures and ways of living changed with the arrival of the Europeans to the Americas? 2. What are some ways indigenous cultures preserve their traditions, languages and cultural heritage, and identity? 3. How do translanguaging communities stay connected with families, friends, language, and culture across borders? 32 To promote CLD students’ linguistic and cultural continuance and alignment to the CLSP goal to “provide students with equitable learning opportunities and sustaining spaces where students can use their entire linguistic and cultural repertoire and to support students' dynamic bilingualism, multiculturalism, and their families and their communities’ linguistic and cultural sustaining practices,” this subunit combines a set of content and language practices and translanguaging strategies to foster connections between ancestral knowledge to “honor and preserve family connections through generations” (Garcia and Ortega, 2020) and the shifting and changing practices of students and their communities, Paris & Alim (2017) including their "developing semiotic ecologies,” (Garcia and Ortega, 2020). Through the development of family interviews and personal narratives students’ employ their entire linguistic and cultural repertoire and their accumulated experiential knowledge collected through their languaging and cultural performances embedded in the previous subunits by developing a storybook where students, families and support groups come together to enhance students’ learning incorporating their funds of knowledge and to enhance the learning practices. In summary, these lessons are designed with the frameworks of culturally sustaining pedagogy and translanguaging. Along with alignment to the Utah Core Standards for Social Studies, Language Arts, and Fine Arts. Nevertheless, I wanted to ensure that the lesson designed was actually aligned with these concepts. So, for this study, I identified 3 experts in the field. In the following section, I described the panel of experts. 33 The Panel of Experts The panel of 3 experts received an email with instructions on how to access the google drive with the materials and how to complete the evaluation form for each subunit. In total, each reviewer completed 3 forms (which is one for each subunit) (see Appendix D).I selected the panel of three experts based on the following criteria. Reviewer #1 to obtain a social activist’s perspective of the content of practices to sustain diverse communities and indigenous communities' funds of knowledge, cultural and diverse arts integration, poetry, and indigenous ways of knowing. Reviewer #2 Her educational background in sociology and cultural anthropology and expertise in bilingual education provided essential perspectives regarding the structure of the unit, the content and language performance objectives and translanguaging strategies, social justice topics, and multiple perspectives and to review the unit for Utah State Core Standards alignment. Reviewer #3 Her experience in bilingual education and teaching writing standards provided an expert perspective on the content and language performance objectives to review Utah Core Standards Alignment, including ELA writing standards. Reviewers Reviewer #1: Executive director of Artes de Mexico, an active participant in the National Leadership Project for Peer Alliance Gender and Equity managed by the Science Museum of Minnesota. Hispanic community leader with many years of experience in directing culturally sustaining teacher workshops through the University of Utah, the Natural History Museum of Utah and the University of Utah Fine Arts Museum, and other non-profit community organizations to sustain the languages, culture, and traditions of indigenous communities. Reviewer #2: Principal, dual language immersion elementary school. With many years of experience in dual language immersion and international educational programs. 34 Reviewer #3: Sixth-grade teacher, dual language bilingual education Elementary School. Writing expert, with over seven years of experience in bilingual and multicultural education. Creation of Evaluation Rubrics for Experts The content of the lessons served as a guide to developing an instrument to evaluate the design of the lessons, its efficacy in supporting students’ funds of knowledge, and its alignment to Paris & Alim's (2017) language and cultural sustaining goals and its alignment to the Utah State core standards for Social Studies, Language Arts and Fine Arts. In addition, the following pedagogies provided a frame of reference to develop the instruments for the reviewers, including Garcia et al. (2017) translanguaging unit plans, Soltero Lopez (2019) CLSP mini unit grading rubric, Medina's (2018) C6 Biliteracy Framework and Hesson, Seltzer & Woodley (2014). In addition, the rubrics were developed to align with the Utah State Core Standards for English Language Arts, Social Studies, and Fine Arts, the three DLBE goals, including bilingualism, biliteracy and sociocultural competence and Paris & Alim (2017) CSP goals to “1) place multiculturalism, multilingualism, and racial, cultural, and social justice at the center of teaching and learning 2) to turn the gaze away from White middle-class expectations and onto the heritage and community practices of the youth of color and 3) facilitating young people’s critiques of racist institutional barriers that have long hindered and that continue to hinder their academic success” and integrating students’, their families, and communities’ funds of knowledge as assets for curriculum and instruction and incorporating authentic, culturally relevant materials that equitably represent CLD students, including students of color, their ways of being and knowing. The rubrics assess the lessons based on the following criteria: 35 1. Fostering and sustaining CLD students’ bilingualism, biliteracy, bicultural skills development and higher order thinking through CLSP and translanguaging strategies. ➢ Learning practices that support students’ dynamic bilingualism, and bicultural skills development. ➢ Curriculum and instruction that provide CLD students with opportunities to develop higher order thinking and biliteracy skills. ➢ The lessons invite all students to apply their entire linguistic and cultural repertoire to contribute to collaborative learning opportunities, using English, their home language or both. 2. Content relevant to students and their families’ linguistic and cultural backgrounds and support students’ cultural identities. Opportunities to access social justice and sociocultural competence development. ➢ Equitable spaces and learning practices that support and sustain CLD students’ identities, languages, and cultures. ➢ The thematic concepts are relevant to students’ language development and linguistic and cultural backgrounds. ➢ The lessons provide literature and other authentic materials relevant to students’ linguistic and cultural backgrounds. ➢ The curriculum, materials, instructional practices and learning support students’ cultural identities. 3. Core standard alignment and access to grade-appropriate, measurable, and attainable goals, and academic achievement for all students especially for CLD students and students of color. ➢ The lessons support students at different language proficiency levels. ➢ The lessons provide CLD students and students of color access to learning and academic achievement equitably. ➢ The objectives of the lessons are clearly defined and written to facilitate academic success for all students. ➢ The lessons and assessments are grade-appropriate and attainable. I selected a panel of experts based on their professional experience and knowledge of bilingual and multicultural education, curriculum development and implementation, and professional experience working in community programs, including working with CLD families 36 and students. Based on their experience working with CLD students and families in a school setting or community programs, the panel of experts would be able to assess the linguistic and cultural sustaining practices allowed in the lessons, including opportunities to access equitable languaging practices, and the use of students’ entire linguistic repertoire as assets for curriculum and instruction. Additionally the experts would assess the lessons for opportunities to achieve grade-appropriate learning goals, deeper understanding of the content, and sufficient rigor to attain core standards and academic success. According to “Maslow’s Hierarchy of Needs” theory, once students’ physiological and safety needs are met, students need to feel they belong and that people love and care for them, the feeling of belonging is also connected to feeling safe in the environment where students develop and grow, Kerr (2020). Based on Maslow’s needs of belonging and being loved or cared for, I developed a set of rubrics that would assess for equitable learning spaces where students feel they belong and feel free to use their entire linguistic and cultural repertoire; learning environments where they are not only accepted but spaces where their languages, cultures, and identities are intentionally welcomed and valued as assets, not as a deficit. The hierarchy of the rubrics thus intends to match students’ needs accordingly. The rubrics assess content, literature, and materials that are relevant to students’ backgrounds, including students’ narratives and voices. Secondly, students need opportunities to develop in ways that are natural to them, including using their home languages without restraint or punishment. Students need to feel their identities, cultures, and languages, ways of being and knowing are included and valued as having equal importance as the target languages and mainstream cultural norms, in classrooms and school programs. The rubrics assess for students’ opportunities to use their entire linguistic and cultural repertoire, opportunities to work in collaborative groups where they can develop healthy 37 relationships with their peers, and develop multiple perspectives and empathy, as they learn to recognize that there is not only one right way, opportunities to sustain their diverse languaging practices and ways of knowing, to develop self-empathy and self-esteem. Lastly the rubrics intend to assess the unit's efficacy in meeting students’ self-realization needs. These rubrics may help teachers develop lessons that prioritize students’ psychological needs to promote self-fulfillment, including academic and lifelong goal achievement. Methods All lesson plans were sent to the 3 reviewers. All 3 subunits and lesson plans were uploaded to google drive. An email was drafted and sent to them (see Appendix “D” of the email). The email contained details and instructions regarding the purpose of developing the translanguaging unit and how to access the rubrics. Reviewers had ten days to complete this task. The panel of experts analyzed, reviewed, and provided feedback regarding the accuracy and proficiency in developing the unit content and language performance objectives and translanguaging strategies aligned to the Utah State English Language Arts, Social Studies, and Fine Arts Core Standards; the experts provided their feedback by completing the following rubrics to assess the unit. Subunit I, is the exploration of Latin American heritage, diverse communities, their ways of thriving, and their role in socio-economic development in the United States (see Appendix A). Developing a basic understanding of immigration, migrant and indigenous communities, their ways of knowing, and their contributions to American society (see Appendix B). Exploring, understanding, and practicing culturally and linguistically sustaining practices (see Appendix C). I compiled their feedback and separated it into themes (see Appendix E). In this section, I will discuss the rubrics, the experts' feedback and discussion of each feedback, the conclusion and a plan of action. 38 Timeline First, I creating the culturally and linguistically sustaining lessons and rubrics that aligned to the three DLBE goals and the translanguaging, culturally and linguistically sustaining pedagogies and culturally relevant pedagogy framework. Researched and integrated culturally relevant materials and translanguaging strategies to sustain students’ bilingualism, biliteracy and bicultural skills development. Then, after receiving IRB approval, I selected reviewers according to their expertise in DLBE and sent them an invitation to collaborate. Once they agreed to be part of the study, I created a google form based on rubrics was provided to each reviewers with instructions on how to complete the form and time frame to complete it. The google form asked them to score and provide feedback on the lesson plan (see Appendix E). They were given two weeks to complete. Since I used google form, their scores and feedback was sent to an excelsheet. I exported the data and began to analyze using thematic analysis. After two reads, I divided the information into three main themes. In the following section, I will discuss the findings. Findings In this section, I will discuss the findings from the sending of the curriculum to the reviewers. Using thematic analysis of the feedback received by the experts in the Google form, I have separated their feedback into 3 main themes. The first theme “relevance to CLD students’ and their families’ linguistic and cultural backgrounds'' which evaluates and defines the need to provide students with lessons that incorporate content, literature, and other materials that are relevant to students’ linguistic and cultural backgrounds, including their linguistic and cultural identities, their families’ and communities’ ways of being and knowing. 39 The second theme “describes and evaluates the efficacy in providing CLD students with equitable spaces and learning opportunities to use their entire linguistic and cultural repertoire, their dynamic bilingualism and natural languaging practices, including biliteracy and bicultural skills development and translanguaging strategies. Equitable spaces and learning opportunities that allow students to critique and challenge oppressive systems of power and promote cultural competence, and multiple perspectives. The third theme evaluates the lesson design alignment with the Utah core standards for English Language Arts, Social Studies and the Fine Arts and its appropriateness to K-3 grade levels, to support CLD students’ language development and content area achievement, through culturally and linguistically relevant curriculum and instruction that could be differentiated to accommodate for CLD students’ language developmental and proficiency levels, including deep, authentic conceptual rigor and understanding, higher order skills development and application to promote CLD students’ academic success. Overall, the reviewers discussed the strengths and weaknesses of this translanguaging unit. The identified strengths include students’ dynamics of empowerment through CLSP and translanguaging strategies and the rich CLD content embedded in the lessons which may benefit CLD students enrolled in K-12 dual language immersion programs, as they are brought to the center of instruction and their funds of knowledge are intentionally and explicitly incorporated in the lessons to teach, learn and assess, thus meeting the goal of providing equitable education for all students. Additionally the reviewers discussed the opportunities to redefine the correlation between the rich CLD content and core standards goals. 40 Fostering and sustaining CLD students’ bilingualism, biliteracy and bicultural skills development through CLSP practices, and translanguaging strategies According to the reviews, one of the strengths of these lessons is the use of translanguaging practices, which intentionally provide students with spaces and practices to utilize their entire linguistic and cultural repertoire. According to reviewer 3, these practices and would be more effective if the thematic concepts and skills required in these lessons are well aligned with students' language proficiency levels. Reviewer # 2: “Content and language objectives as well as translanguaging strategies support strong biliteracy skill development as does DYAD reading and literacy circles as described in the subunit” and “these lessons support biliteracy by providing multiple ways for students to engage in reading and creating text that is relevant to their lives and families.” By incorporating translanguaging strategies, students are given diverse opportunities to receive differentiated support in their home language and the target language through bilingual DYAD partners and collaborative groups, it also provides students the opportunity to be valuable contributors within their collaborative groups, in their classrooms, families, and communities. These spaces and translanguaging practices give students a sense of choice, ownership, and value. The translanguaging practices also foster the development of biliteracy and bicultural skills development through collaborative groups and bilingual partners, students are given support as they gradually progress to achieve the learning goals. These translanguaging strategies can have a positive impact in CLD students educational success, through well-planned 41 differentiated biliteracy and bicultural learning practices, that gives students sufficient guided opportunities to use both languages. According to the reviews, these lessons provide students with different opportunities to learn and reflect about their own identities, their roots, stories, their lived experiences and learn to value who they are. According to reviewer #3 The content of these lessons have a greater potential to engage students in higher analytical and critical thinking by incorporating opinion and explanatory writing opportunities in connection with the reading objectives. Reviewer #3: “I strongly believe that reading and writing need to be connected and practiced daily.” Reviewer #1: “recognition of the value of their languages and multicultural identity through the orality” Reviewer #2: “The rich lessons in this subunit highlight the strengths, richness and resiliency of immigrants, immigrant communities and indigenous peoples by engaging students in and encouraging students to learn about and reflect on their own families' cultures as well as many other cultures through interviewing, reading, writing, discussing and presenting.” One of the underlying values of these lessons lie in fostering spaces and practices where students’ and families’ linguistic and cultural funds of knowledge are invited, explored and utilized to gain richer and deeper content understanding, and diverse, bilingual and multilingual linguistic and cultural transactions are exchanged through differentiated language performances and translanguaging practices. Important feedback suggests that the content in these lessons gives room for greater analytical and critical thinking skills development and that additional writing objectives should 42 be connected to the reading objectives to be more aligned with upper grades ELA standards. Using relevant materials, translanguaging practices, and relevant content and language performance objectives and themes, students have more significant opportunities to discuss topics that provide opportunities to develop multiple perspectives, including understanding different points of view and developing social-emotional learning. Reviewer # 1: “Indigenous knowledge and cultures are present in many different ways. The lessons provide a vivid awareness of it.” Reviewer #2: “Lessons and instructional focus specifically explore diverse, multicultural themes which will guide students in gaining a better awareness and understanding of their communities. Sub-unit guiding questions create an excellent framework for the development of cultural competency through detailed reflection.” Reviewer # 2: “The lessons also support bicultural skill development by utilizing videos, visuals, thematic content, and texts that incorporate multiple cultural perspectives and contexts.” The Utah Core Standards for Social Studies for grades 3-6 include learning objectives that provide opportunities to develop bicultural skills development, multiple perspectives, and an understanding of the different points of view of diverse communities, including indigenous communities, through historical texts, biographies and other literary, and informational texts and other relevant materials. Students explore the development of diverse communities, cultural interconnection, comparing and contrasting, and valuing diverse communities, including indigenous communities and their contributions to society, their knowledge, and culture. 43 Content Relevant to CLD students’ and their families’ linguistic and cultural backgrounds and support students’ cultural identities. Opportunities to access social justice and sociocultural competence development. According to the feedback, incorporating authentic literature and other materials that are relevant to CLD students' linguistic and cultural backgrounds foster higher student engagement with the characters, settings, stories, the people and diverse communities, in meaningful ways. Relevant materials provide a sense of belonging and promote positive identity formation, multicultural awareness, and appreciation of diversity in their classrooms, schools, and communities. Reviewer #1:“Students reflect themselves and their community in the content. This promotes true inclusive practices that acknowledge those communities' historical and present contributions. For those who are identified as Latino/Hispanic, it reinforces their sense of belonging. For those that are not Latino, it creates cultural awareness, understanding, and appreciation of the diverse population in the schools. Reviewer #2: “Texts, materials, and lessons follow the expressed enduring understanding related to indigenous and transnational communities, which fosters multicultural skill development.” The use of authentic materials, relevant to students’ linguistic and cultural backgrounds fosters greater support for students’ identity formation, and bicultural connections to their roots, families, and communities and spaces where their linguistic and cultural voices are heard and valued. Students’ stories are spoken through authentic narratives and other texts with relevant topics that connect students to their lived experiences. 44 Core standard alignment and access to grade-appropriate, measurable, and attainable goals, and academic achievement for all students especially for CLD students and students of color. These lessons were originally designed for K-3 bilingual and multilingual classrooms aligned with the Utah Core Standards. As the lessons were developed, the rich social studies topics and literacy standards required deeper understanding and higher analytical and critical thinking. Reviewer 3 discussed the opportunity to use these lessons for upper elementary grades, noting that the probability of achieving these standards would be higher for students in grades 4-6 opposed to students in grades K-3. According to this feedback, increasing the rigor of writing practices would complement the lessons to better align with the Utah Core Standards for grades 3-6. Reviewer 2, highlights the benefits of incorporating translanguaging strategies, including providing students opportunities to engage in biliteracy and multicultural skills development as students interact with monolingual and bilingual collaborative groups and partners. Reviewer # 2:Language and content objectives, translanguaging objectives, and receptive and productive outputs support biliteracy and multicultural skill development through cooperative grouping and mutual support. Language Objectives in particular strongly support biliteracy skill development.” Reviewer #3: “Most of your concepts really require higher level reasoning functions that little children haven't developed yet. Of the three writing standards I saw a couple of opportunities to do narrative writing and explanatory writing, but nothing for opinion. Your lesson units are full of great content to do opinion and explanatory writing, but they are missing.” 45 These lessons incorporate translanguaging strategies connected to language performance objectives that promote higher-order, analytical, and critical thinking. However, these lessons provide more opportunities to incorporate additional ELA writing standards in connection with the reading standards for students to completely engage and reflect on their learning and understanding of the content. In summary, the panel of experts provided valuable insights into how this translanguaging unit may contribute to the research and practice of CLSP and translanguaging strategies in DLBE programs and the benefits to CLD students and communities. Their feedback concluded that the translanguaging unit is aligned to the following goals: 1) incorporate content that is relevant to students and their families’ linguistic and cultural backgrounds; and 2) foster and sustain CLD students’ biliteracy and bicultural skills development through CLSP and translanguaging strategies. Nevertheless, the experts concluded that the translanguaging unit is not aligned with the goal of incorporating grade-appropriate, measurable, and attainable goals and core standard alignment for students K-3 but rather incorporates content and language performances and translanguaging strategies that would align better with 3-6 grade core standards for language arts, social studies,, and fine arts. By examining the experts’ reviews regarding the practicality of this unit and its value for DLBE, it can be determined that this translanguaging unit may aid DLBE educators in their efforts to develop cultural competence and develop and implement lessons that support and sustain CLD students’, their families’ and communities ways of being and knowing, their languages, cultures, and traditions. Support students’ identity formation and self-esteem and provide CLD students access to social justice. 46 In the following section, I will discuss what I learned in designing this translanguaging unit using the CLSP goals and translanguaging as a framework, the limitations, and the next steps for this project. Conclusion The goal of this project was to develop and design a curriculum that would uphold students’ diverse languaging practices, cultures, traditions, ways of being and knowing through meaningful learning activities and content that bridge home and school knowledge, including cultural competence and multiple perspectives development practices and authentic literature and materials that feature students’, their families and their communities’ voices and the mainstream culture as having equal value. As a current Spanish dual language bilingual education teacher, I feel it is essential to actively advocate for equitable, culturally responsive, culturally relevant, and linguistically and culturally sustaining educational practices, spaces, and places that truly support students’ educational trajectory through all educational levels in particular in K-12 grades, to support their psychosocial and academic development and identity formation. I learned that there is a need to understand the concept of translanguaging and a curriculum that mirrors students’ identities, languages and cultures, and personal narratives. Limitations The translanguaging unit incorporates rich thematic concepts that can be aligned and extended to 3-6 science standards in each lesson to develop multidisciplinary learning activities. This is one of the significant limitations was that the translanguaging unit was originally designed as a K-3 grade level curriculum. Feedback received from the experts found that it needed to be adjusted for a higher grade level due to its rigor and writing skills. These lessons 47 need to be adjusted from grades K-3 to grades 3-6 and anchor them to supporting materials to help students reach higher level reading and writing skills. Another limitation was that this curriculum was only designed and was not implemented. In the future, testing it out and evaluating the outcomes is important. Since it is a curriculum for dual language bilingual education program, it needs to be translated into Spanish and contextualized for the school and/or classroom where it will be implemented. In the rewriting and/or modifications, the curriculum needs to include biliteracy practices specific to each language that would simplify the implementation of these lessons. The translanguaging unit includes meaningful activities that suggest the participation of support groups that include families and community members in biliteracy projects. The limitation lies in the absence of a collaborative plan to incorporate support groups effectively. In the future a collaborative plan and detailed instruction would need to be integrated for each project that includes support groups. In the curriculum, I included resources in the list. A teacher or school might need additional graphics and handouts. Due to time constraints, I was unable to do it. However, it moving forward, this can be done including using educational technology like nearpod, flipgrid, and other helpful classroom technology tools. Overall, the project focused on designing the curriculum unit using these theoretical frameworks. In the future, I would like to test its implementation and connection to student learning outcomes. Unfortunately, this project did not evaluate student learning outcomes or an educator’s experience in implementing this curriculum. Next Steps 48 To facilitate the implementation of CLSP pedagogies and translanguaging practices, the following actions can help educators gain greater access to the objectives of this unit by 1) incorporating additional writing standards to give students greater access to academic language acquisition, 2) creating grade-specific lesson delivery examples, 3) developing detailed performance tasks to provide teachers with a guiding description of the product and central skills students will develop in each lesson, and 4) providing additional references of translanguaging strategies that can be implemented according to the content and language objectives and core standards. This research upholds that culturally responsive and culturally relevant pedagogies may help educators develop their cultural competence, leverage CLD students' positive outcomes by developing increased self-awareness of their own linguistic and cultural repertoire, and their identities, biases, beliefs, values, behaviors, and attitudes towards CLD students, including students of color, to help promote CLD students' cultural competency skills (Keengwe, J., 2010; Ladson-Billings, 2006 & Freire, 2020) rather than suppressing students’ diverse languaging practices, cultures and identities. The proposed translanguaging unit integrates elements of culturally responsive and culturally relevant pedagogies, CLSP, and translanguaging strategies that will facilitate equitable educational practices in DLBE, giving CLD students greater access to language development activities, core standards, and content areas through scaffolded language progressions by allowing them to use their entire linguistic and cultural repertoire and dynamic languaging practices. In addition, this translanguaging unit may serve as a frame of reference for educators to develop culturally and linguistically sustaining lessons that will uphold students,’ their families’ and communities’ funds of knowledge, ways of living and knowing, 49 and to provide CLD students with opportunities to engage in their teaching and learning practices in meaningful ways. The everyday bilingual classroom becomes a realm of diverse cultural voices, and ways of knowing, social and political discussions, understandings and opinions, conflicts and resolutions, spaces where CLD students act and react to diverse linguistic and cultural transactions, learn and grow knowledgeable of their diverse surroundings, of the content and context in their classrooms, schools, homes, and communities, and the people that become the characters in a collection of narratives they construct and share in their dynamic worlds, defining their unique and complex linguistic and cultural identities, and diverse pathways to attaining self-fulfillment goals. This understanding of students’ diverse languaging and cultural practices helped me define and guide my research to incorporate CLSP and translanguaging strategies and to design lessons that match students’ needs for equitable spaces and educational practices where they are allowed to use their dynamic languaging practices. 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Proceedings of the Annual Hawaii International Conference on System Sciences. 2015. 10.1109/HICSS.2015.443. https://www.researchgate.net/publication/265163178_Fotohistorias_Participatory_Photog raphy_as_a_Methodology_to_Elicit_the_Life_Experiences_of_Migrants/citation/downlo STUDENTS’ AND FAMILIES FUNDS 57 Appendix A - Subunit I SUB-UNIT 1 OVERVIEW ENDURING UNDERSTANDINGS People develop a sense of linguistic and cultural identity. Geography helps us understand and identify the location of major characteristics of countries around the world and diverse communities in the United States and the locations and settings of their stories. Diverse communities use their language and cultural knowledge to develop, thrive and interconnect locally and globally and to contribute to the socioeconomic development of a community. GUIDING QUESTIONS 1. What does it mean to live in a diverse community? 2. What do you know about people that live and work in your community? What are their national origins? What languages do they speak? What is culture? 3. How do people develop their linguistic and multicultural identity? 4. How can geography help us understand and identify the national, linguistic, and cultural roots of people living in diverse communities? 5. How do diverse communities use all of their linguistic and cultural repertoires to develop, thrive and conduct local and global business transactions? STUDENTS’ AND FAMILIES FUNDS 58 CENTRAL TEXTS TEXTS TRANSLANGUAGING HOW-TO The Name Jar (Y. Choi) Barrio, Jose’s Neighborhood (G. Ancona) Double-entry journals- Invite students to use their entire linguistic and cultural repertoire to make meaning and allows students to become actively engaged with the content of the text, to read aloud and make connections with the characters, settings, and plot and their own lived experiences, to provide students with opportunities to develop deeper thinking. Utah Core Standards SP.1, R.L.3, W.3 UNIT CALENDAR TIMELINE Number of Weeks: 1-2 LESSON #1 ASSESSMENTS (Grade 3) Literary Settings of Diverse Communities and Character Analysis: Describing characters and setting. Analyze the order in which events happen in the story and the characters’ actions, thoughts, feelings, and motivations, and how the characters’ traits influence how the story is developed. Analyze and describe the geographical settings and cultural factors that determine characters’ motivations and actions. Utah Core Standards: English Language Arts STUDENTS’ AND FAMILIES FUNDS 59 SP. 1, R.F.3, R.F.4, S.L.1, R.L.1, R.L.3, L.1, W.1. Social Studies S.S.1, S.S.2 INSTRUCTIONAL FOCUS TRANSLANGUAGING STRATEGIES Content Objectives Understand what it means to live in a diverse community through the characters' traits, thoughts, actions, and feelings, the geographical settings, and the cultural contexts of literary fiction stories from diverse communities to bridge students’ experiential knowledge to the settings and characters in stories of diverse communities. Language Performance Objectives Describe characters, settings, and plot in stories from diverse communities. Retell the events in a story in sequential order. Analyze characters and personality traits. Receptive: For a bilingual classroom setting Pair students with a DYAD reading partner. One student is stronger in the target language, and another student is stronger in the home language. Provide authentic bilingual books in both languages relevant to the topic and students' demographics. Relevant videos to introduce the structures and diverse linguistic and cultural transactions of multicultural communities in the United States. Provide relevant materials, realia, and other visuals and graphic sources with relevant cultural content to promote linguistic and cross-cultural connections and the use of students' holistic language and cultural repertoire (e.g. jar, stamps, other cultural items relevant to the central texts in this lesson, maps, graphic STUDENTS’ AND FAMILIES FUNDS 60 sources from informational texts, and pictures of places and people from students’ diverse communities). Teach note-taking strategies in both languages to analyze and find the meaning of unknown words, including using context clues, dictionaries, and linguistic interchange between DYAD reading partners. Teach how develop a “Cognitive Content Dictionary” to analyze the use of language in a bilingual text. Teach character analysis skills and strategies. Productive: Students analyze the use of language, vocabulary words, grammar, and syntax structure, across languages to construct meaning. Cognitive Content Dictionary Students respond to the text by completing a character analysis graphic organizer in their preferred language and then share and compare their responses with their DYAD reading partner. LESSON #2 ASSESSMENTS (Grade 3) Main Idea, Key Details, And Descriptive Writing Create a bilingual descriptive brochure of a Spanish-speaking country with information gathered through their short research, which includes maps, map tools, and major characteristics, including geographic features, language, cultural history, and STUDENTS’ AND FAMILIES FUNDS 61 national traditions. Utah Core Standards English Language Arts SP.2, R.F. 3, R.F. 4, R.I.1, R.I.2, L.1, L.2, W.2, W.4, W.8. Social Studies Standard: S.S. 1, S.S.2 INSTRUCTIONAL FOCUS Content Objectives Explore the structure of diverse communities through geography, literary and informational texts, and other sources. Understand and explore maps, geographic features, and map tools to identify the location of the seven continents and the location of Spanish Speaking countries, including the United States and Latin-American countries. Explore the location of diverse communities to identify the ethnic groups that have settled around students' local communities. Explore and describe the national, linguistic, and multicultural roots and identities of people from diverse communities. Language Performance Objectives Determine the main idea of informational texts and provide details that support the main idea, including descriptions, explanations, examples, and text features. Read, analyze and respond to information gathered from maps, encyclopedias, informational texts, historical texts, and other online resources to identify and understand the location, languages, and multicultural traditions of Latin-American countries, including Spanish-speaking countries. Conduct short research of a Spanish-speaking Latin-American country of their choice, identifying and selecting key details, including maps, map tools, and major characteristics, including geographic features, language, cultural heritage, and national origins and traditions. Students create a bilingual descriptive brochure about a Latin-American country or their families’ country of origin. TRANSLANGUAGING STRATEGIES Receptive: Videos that show relevant content related to diverse communities STUDENTS’ AND FAMILIES FUNDS 62 around the world, including language and cultural diversity, indigenous communities, and multilingual communities. Provide relevant materials, Realia, and other visuals and graphic sources with relevant cultural content to promote linguistic and cross-cultural connections and the use of students' holistic language and cultural repertoire (e.g. maps, sombrero, and pictures of places and people from students’ diverse communities, including Latin American and Afro-Latino communities). Students work in collaborative groups organized by monolinguals and bilingual students to promote mutual support in the target language. Teach writing bilingual descriptive brochures, including the purpose for writing, language selection, audience, and text features, editing, and revising. Provide informational texts, audiobooks, visuals, and access to online resources of diverse communities in both languages, including encyclopedias and other primary sources. Productive: Students complete the “Main Idea and Details” graphic organizer, building on each other’s funds of linguistic and cultural knowledge to expand their understanding of the diversity, culture, and diverse communities. Create a bilingual descriptive brochure for authentic audiences, selecting key vocabulary words and syntax structures to make meaning. LESSON #3 ASSESSMENTS (Grade 1-3) Describe the characters, settings, and plot of literary texts. Compare and contrast similarities and differences. Utah Core Standards Language Arts SP.1, SP.3, R.L.3. STUDENTS’ AND FAMILIES FUNDS 63 Social Studies S.S. 1, S.S. 2 Understand Conveyed Meaning (Grade 3) Understand how images convey meaning, thoughts, feelings, and actions and can tell a story. Analyze and draw conclusions about the content and context of photos. Utah Core Standards Language Arts SP.1, SP.3, R.F.3, R.F.4, R.L.3. Social Studies S.S. 2 Fine Arts Visual Arts Standard 3 Author’s purpose and point of view: (Grade 3) Students identify, analyze and explain the author’s purpose and point of view in literary texts and distinguish their own point of view from that of the author or narrator. Utah Core Standards Language Arts SP.1, SP.3. R.L.1, R.L.3, R.L.4. Distinguish their own point of view from that of the author, assessing how point of view can define and shape the content and context of images. Utah Core Standards Language Arts SP.1, SP.3,L.1, L.3, L.4, W.3. INSTRUCTIONAL FOCUS Content Objectives Understand the meaning of culture, heritage, and cultural identity through literary texts, including short stories, folktales, and a collection of pictures. STUDENTS’ AND FAMILIES FUNDS 64 Language Performance Objectives Describe characters, settings and plot, retell the sequence of literary texts from diverse communities and compare and contrast similarities and differences between characters and settings of diverse communities. Analyze images of communities and families from diverse ethnic groups and describe the cultural content and context embedded in them. Analyze the audience, and identify the author’s purpose. Read and respond to text. Identify the author’s point of view in literary texts. Compare and contrast their point of view from that of the author or narrator and explain why they agree or disagree with the author. TRANSLANGUAGING STRATEGIES Receptive: Students work in collaborative groups organized by monolinguals and bilingual students to promote mutual support in the target language. Provide students with photographs that are relevant to diverse communities and their local communities to facilitate linguistic and cultural connections. Teach how to identify sensory details, people, and settings. Teach how to observe the image, analyze people, analyze the setting, analyze expressions that show emotions and actions, and predict thoughts, feelings and hidden stories. Productive: “Inquiry Chart” and “Creative Writing Prompts with Photographs.” Students think, predict, and draw conclusions. “Observation Charts” (G.L.A.D.) Step 1: Students write questions about the photos. Step 2: Students answer the questions written in the inquiry chart by making meaning of the content of the photographs and imagining stories hidden in the photos. Students may discuss their observations and write their responses in their preferred language. The teacher may model the process. Students may conduct and collaborate in the discussion in their preferred language, using all STUDENTS’ AND FAMILIES FUNDS 65 of their linguistic and cultural repertoires, and with mutual support complete the written assessment in the target language. Inquiry Chart (G.L.A.D.) ADDITIONAL RESOURCES RESOURCES AND LINKS Translanguaging In Curriculum and Instruction Guide: A CUNY-NYSIEB Guide for Educators https://www.cuny-nysieb.org/translanguaging-resources/translangua ging-guides/ A Translanguaging Pedagogy for Writing: A CUNY-NYSIEB Guide for Educators https://www.cuny-nysieb.org/translanguaging-resources/translangua ging-guides/ Enchanted Learning, Social Studies -Countries and Maps https://members.enchantedlearning.com/home.shtml The Learning Patio, Bilingual Resources, Social Studies -Countries and Maps https://www.thelearningpatio.com/ https://online.culturegrams.com/kids/ https://www.adlit.org/sites/default/files/2021-04/doubleentryjournal .pdf https://laii.unm.edu/info/k-12-educators/assets/documents/dia-de-lo s-muertos/complete-guide.pdf https://www.raz-plus.com/comprehension/reading-graphic-organize rs/ https://steinhardt.nyu.edu/metrocenter/language-rbern/resources/bili ngual-glossaries-and-cognates https://www.ahisd.net/common/pages/UserFile.aspx?fileId=507481 6 http://projectgladstudy.educationnorthwest.org/files/observation-pro tocol.pdf STUDENTS’ AND FAMILIES FUNDS 66 Primary source videos and documents: https://www.youtube.com/watch?v=JBaYzAx3Ymw https://storymaps.arcgis.com/collections/87529f870e56469eb9d44a ebdaa51371?item=2 https://multicultural.utah.gov/magnify-placemaking-stories/ https://storymaps.arcgis.com/collections/87529f870e56469eb9d44a ebdaa51371?item=2 https://online.studiesweekly.com/search?term=latin%20america https://online.studiesweekly.com/search?term=latin%20america West Valley City History https://www.wvc-ut.gov/327/History-of-West-Valley-City Salt Lake City History https://www.utah.com/destinations/cities-towns/salt-lake-city/things -to-do/history/#:~:text=Salt%20Lake%20City%20was%20founded, in%20the%20Salt%20Lake%20Valley. Websites: https://kids.nationalgeographic.com/geography/countries https://www.britannica.com/topic/list-of-countries-1993160 https://www.pbs.org/ SUPPLEMENTARY TEXTS Fiction books: What About me? (E. Young) My Rows and Piles of Coins (T. Mollel) Me and My Uncle Romie C. Hartfiled) The Firekeeper’s Son (L Park) Grandma and Me at the Flea, Los Meros, Meros Remateros (J. Herrera) Pepe and the Parade (T. Kyle) Famous Hispanic Americans: A Proud Heritage (T. Feldman) Non-fiction books: Japanese Celebrations/Celebraciones japonesas (D. Heinrich, K. Simpson, & T. White) Holidays in India/Días de Fiesta en India (D. Heinrich, K. Simpson, STUDENTS’ AND FAMILIES FUNDS 67 & T. White) Dancing to the Drum/Bailando al Ritmo de los Tambores (D. Heinrich, K. Simpson, & T. White) Where in the World?/ ¿Dónde Estamos? (D. Heinrich, K. Simpson, & T. White) M is for Mexico Vivimos en Argentina (E. Levy Sad & V. Sande) Vivimos en Cuba (C. Baltar Rodriguez) Vivimos en Ecuador (S. Arana) Vivimos en Guatemala (M.I. Taracena) Vivimos en Mexico (Y. Gonzalez) Vivimos en Republica Dominicana (A. Lanuza) Appendix B - Subunit II SUBUNIT II OVERVIEW ENDURING UNDERSTANDINGS GUIDING QUESTIONS Past and present contributions of diverse communities have shaped the United States' socio-economic development and our local communities. Indigenous peoples possess a vast variety of knowledge that is personal, orally transmitted, including lived experiences and narratives. Indigenous ways of knowing can help us develop and build on our understanding of respect, responsibility, purpose, and cooperation across diverse communities and families and develop and understand indigenous ways of thriving to preserve natural resources. 1. In what ways have diverse communities contributed to the United States' socio-economic development? 2. What are some present contributions of Indigenous peoples? 3. What can we learn from the past and present contributions of diverse communities in the United States? CENTRAL TEXTS TEXTS Pancho Rabbit and the Coyote (D. Tonatiuh) La Frontera, El Viaje con papa - My Journey with Papa (D. Mills, A. Alva and C. Navarro) Esperanza Rising (P. Munoz Ryan) TRANSLANGUAGING Read Alouds HOW-TO Character Analysis with Double Entry Journals Students listen and identify the character’s feelings and emotions, and write their responses in a double entry journal. STUDENTS’ AND FAMILIES FUNDS 68 Double-entry journals Invite students to use their entire linguistic and cultural repertoire to make meaning and allows students to become actively engaged with the content of the text, to read aloud and make connections with the characters, settings, and plot and their own lived experiences, to provide students opportunities to develop deeper thinking. Lifting A Line Students share their oral responses in their preferred language, then the teacher thinks-aloud translating and writing students' responses in the target language on an inquiry chart. Compare the use of language, vocabulary words, grammar, and syntax structure, between the two languages to construct meaning. Utah Core Standards SP.1,SP.3, R.F. 3, R.F.4, R.L.3. SUBUNIT CALENDAR TIMELINE Number of Weeks: 3-5 LESSON #1 ASSESSMENTS (Grade 3) Determine the main idea of informational texts and identify key details that support the main idea to understand the contributions of Latin-American communities, including Mexican-American communities, and immigrant stories. Utah Core Standards STUDENTS’ AND FAMILIES FUNDS 69 Language Arts SP.1, SP.2, SP.3, R.F.3, R.F.4, R.I.1, R.I.2, R.I.3. Social Studies S.S.1, S.S.2 Character traits and imagery: (Grade 3) Describe the character's personality traits, geographical settings, and plot. Describe how settings and characters’ actions, thoughts, feelings, and motivations influence how the story is developed. Utah Core Standards Language Arts SP.1, SP.6, R.F.3, R.F.4, R.L.1, R.L.3, L.2, L.4, L.5, R.L.4. Social Studies S.S.1, S.S.2Write a real or imagined immigrant narrative employing the editing process, narrating the story in sequential order. Utah Core Standards Language Arts SP.1, R.L.3, L.1, L.2, L.3, L.4, W.3. Social Studies S.S.1, S.S.2 INSTRUCTIONAL FOCUS Content Objectives Explore and understand how past and present contributions of Latin Americans, including Mexican-American communities, have shaped the United States socio-economic development and the development of students’ local communities, and challenging systems of oppression, through informational texts, including biographies and other resources. “Stories like Mine” reading and connecting students' stories to Latin-American stories of success. Explore immigration and immigrant stories, struggles and resilience, and characters’ thoughts, feelings, actions, and motivations through literary texts. Language Performance Objectives Determine the main idea and key details in informational texts, and online sources of sources of Latin-American communities, including biographies of Latin-American people that have made important contributions to the socioeconomic STUDENTS’ AND FAMILIES FUNDS 70 development of the United States, including arts, science, politics, farming, etc. Students create a poster based on the person they researched. The poster will include the person's Hispanic heritage, language and cultural details, details about their families, and growing up with a Hispanic family, including a timeline describing important events in the person's life. Describe character traits and geographical settings of immigrant stories in literary fiction stories. Analyze the use of imagery to describe the setting and the character's feelings, thoughts, and motivations. Describing how the author uses imagery/sensory language to help the reader visualize and create a mental image of the characters’ struggles and resilience in bilingual immigrant stories. Retell the sequence of events in immigrants' stories in literary and informational texts, including biographies. Write a real or imagined immigrant narrative based on real family stories or imagined experiences, following a sequential order of events, introducing narrators, people, characters, detailed settings and plot, dialogue, and peoples’/characters' thoughts, feelings, motives, etc. TRANSLANGUAGING Receptive: OBJECTIVES Videos that show relevant content related to diverse communities around the world, including language and cultural diversity, indigenous communities, and multilingual communities. Provide relevant materials, Realia, and other visuals and graphic sources with relevant cultural content to promote linguistic and cross-cultural connections and the use of students' holistic language and cultural repertoire. Students are organized in cooperative groups of 3-4 students with monolingual and bilingual students and at least one bilingual student strong in both languages. Productive: Students respond to informational texts by building “Cooperative Strip Paragraphs” in the target language. Students may choose to write their responses in their home language. Strips are put together in a paragraph. The whole group revises for spelling, grammar, syntax, word choice, and language choice. STUDENTS’ AND FAMILIES FUNDS 71 “Cooperative Paragraph” (G.L.A.D.) Students build story maps to retell the sequence of events in a biography or narrative, describing people, settings, and sequences of events. Receptive: Pair students with a DYAD reading partner. One student is stronger in the target language, and another student is stronger in the home language. Provide authentic bilingual books in both languages relevant to the topic and students' demographics. Use visuals, signals, and Realia to make the concept of imagery and sensory language comprehensible for monolinguals and bilingual students. Teach identifying imagery in a text, including visual, auditory, tactile, olfactory, and gustatory and provide examples, and define the terms in both languages. Teach author’s craft Lifting a Line Strategy 1. Notice something about the craft of the text. 2. Talk about it and make a theory about why a writer might use this craft. 3. Give it a name. 4. Think of other texts you know. Have you seen this craft before? 5. Try and envision using this crafting in your own writing. Productive Students complete an “Imagery Graphic Organizer” to respond to poetry. Students write their notes in their preferred language, then with support from their DYAD reading partner they translate it into the target language. Students may also use a bilingual dictionary to find the translation of words to write their descriptions in complete sentences. STUDENTS’ AND FAMILIES FUNDS 72 Read Aloud/ Lifting A Line Students share their oral responses with their in their preferred language and complete a double-entry journal, writing the lines that will be analyzed on one side and their responses to the text on the other side. With mutual support students will develop their personal narratives, employing the editing process, including revising spelling, grammar, syntax, and word-choice, using their entire linguistic and cultural funds of knowledge. Students may write their narratives in the home language and with support translate their narratives in the target language, selecting and preserving authentic vocabulary in their home language. The whole group revises for spelling, grammar, syntax, word choice, and language choice. LESSON #2 ASSESSMENTS (Grade K-3) Analyze characters, settings, and plots in Indigenous American legends, myths, and short stories. Determine the main idea, lesson, or moral, and explain how it is conveyed in the text through key details, and compare and contrast characters and settings. Utah Core Standards Language Arts SP.1, SP.2, R.F.3, R.F.4,R.L.1, R.L2, R.L.3, R.L.4, L.2, L.3, L.5. STUDENTS’ AND FAMILIES FUNDS 73 Social Studies S.S.1, S.S.2 (Grade 2-3) Compare and contrast literary and informational texts, identify similarities and differences of information on the same topic and analyze how reading different texts on the same topic provides students a greater understanding of a topic. Utah Core Standards Language Arts SP. 1, SP.2, R.L.1, R.L.2, R.L.3, R.L.8, R.I.1, R.I.2, R.I.4 R.I.5 R.I.9. Social Studies S.S.1, S.S. 2 (Grade 3) Write a short informative text to analyze and interpret ideas and information clearly. Utah Core Standards Language Arts SP.1, SP.3, SP.4, SP.6, R.F.3, R.F.4, L.1, L.2, L.3, W.2. Social Studies S.S.2 INSTRUCTIONAL FOCUS Content Objectives Explore American Indigenous cultures' ways of knowing through literary texts and informational texts, including ways of communication, farming, survival, and sustainable practices to preserve natural resources. Compare and contrast similarities and differences among diverse ancient American cultures. Explore and understand different indigenous ways of knowing, including farming, preserving natural resources, food processing, and different ways of living through literary and informational texts. Language Performance Objectives Determine the lessons or morals, the main idea, and key details in ancient American legends, myths, and short stories. Compare and contrast characters and settings in literary texts STUDENTS’ AND FAMILIES FUNDS 74 from diverse ancient Americans to find similarities and differences between different ancient American civilizations and their present descendants. Compare and contrast similarities and differences among indigenous cultures their ways of farming, processing foods, preserving natural resources, connections with nature, and values. Write a short informative text introducing the topic, providing facts, definitions, key details, and a concluding statement, to describe indigenous ways of knowing and preserving natural resources. TRANSLANGUAGING Receptive: OBJECTIVES For a bilingual classroom settingProvide students opportunities to read a story in one language and develop discussions in both languages Pair students with a DYAD reading partner. One student is stronger in the target language, and another student is stronger in the home language. Provide authentic bilingual books in both languages relevant to the topic and students' demographics. Students write their annotations in both languages. Teach note-taking strategies to analyze and find the meaning of unknown words. Students can analyze and find the meaning of unknown words in the target language by using context clues, dictionaries, and cross-linguistic and cultural transactions between DYAD reading partners and do their annotations in their home language. Productive: Cognitive Content Dictionary. Provides students with STUDENTS’ AND FAMILIES FUNDS 75 opportunities to use their entire linguistic and cultural repertoire to understand and make meaning of key vocabulary in indigenous literary texts. Students predict the meaning and share their predictions with their partners, students may describe their predictions in their home or preferred language and, with their DYAD partner's support, respond on a “Cognitive Content Dictionary” in the target language. Students complete a graphic organizer to compare both texts in the target language and craft their understanding of the main idea in their home language. LESSON #3 ASSESSMENTS (Grade 3) Students develop a language and culture questionnaire and conduct a basic interview. Utah Core Standards Language Arts SP. 1, SP. 2, SP.3, SP. 4, R.F.3, R.F.4, R.I.1, R.I.4, R.I.5, R.I.7, L.1, L.2, L.3, L.4, L.5, W.2, W.3, W.4, W.7, W.8. Social Studies S.S.1, S.S.2 (Grades 1-3) Narrative Writing: Write a personal or imagined narrative to build on their understanding of indigenous ways of knowing. Utah Core Standards Language Arts SP.1, SP. 3, SP. 4, L. 1, L.2, L.3, L.4, W. 3, W.4. Social Studies S.S.1, S.S.2 INSTRUCTIONAL FOCUS Content Objectives Family interviews and cultural questionnaires. STUDENTS’ AND FAMILIES FUNDS 76 Students conduct a short research to build on their linguistic and cultural knowledge and demonstrate their understanding of their families’ linguistic and cultural heritage and identity, including immigrant and farming family narratives through family interviews. Build connections, compare and contrast indigenous ways of knowing to students' lived experiences and their families’ and ancestors' ways of knowing, including farming and other ways of thriving. Language Performance Objectives Through inquiry based-learning, students develop a language and culture survey and a questionnaire. Interview their parents or other relatives to gather information about their families’ linguistic and cultural heritage and identity, and national origin using a family language and culture survey and student-created questionnaires and collect farming and immigrant family narratives including their families' ways of knowing. Write a personal narrative, or imagined narrative or farming tale to describe their family ways of knowing, for example farming, food processing, recipes, and ways of living. TRANSLANGUAGING Receptive: OBJECTIVES Teach students how to develop a questionnaire for an interview through inquiry-based learning by observing, questioning, conceptualizing, discussing, sharing and developing concluding statements. Teach how to conduct a bilingual oral history interview, including formulating questions in both languages, planning the project and interview, practicing interviewing classmates and relatives, conducting the interview, recording, note taking, evaluating recording and notes, organize the information, and presenting the project. Students develop a language and culture survey and a questionnaire in the (new/home) language. Students have the opportunity to use language features from their home and new languages authentically. Students can write their notes in their preferred languages. This project will give students the opportunity to formulate questions that are relevant to students and their families. STUDENTS’ AND FAMILIES FUNDS 77 Teach how to conduct an interview by practicing with their classmates. Productive: Students conduct interviews. Students interview their relatives in their preferred language to gather information about their families’ linguistic and cultural heritage, identity and national origin, students will conduct the interview in either language depending on the language spoken by the interviewees. With mutual support from partners, collaborative teams and teachers, students will use their entire linguistic and cultural repertoire to develop authentic questions in both languages relevant to their lived experiences, their families, their family history and narratives and ethnic communities. With mutual support students will develop their personal narratives, employing the editing process, including revising spelling, grammar, syntax, and word-choice, using their entire linguistic and cultural funds of knowledge. Students are encouraged to demonstrate their bilingual proficiency by writing bilingual narratives. With support from partners, collaborative groups, and teachers, students compare and contrast their narratives, the use of language to construct meaning, selecting and preserving authentic vocabulary in their home language. ADDITIONAL RESOURCES RESOURCES AND LINKS Translanguaging In Curriculum and Instruction Guide: A CUNY-NYSIEB Guide for Educators: https://www.cuny-nysieb.org/translanguaging-resources/translangu aging-guides/ A Translanguaging Pedagogy for Writing: A CUNY-NYSIEB Guide for Educators: https://www.cuny-nysieb.org/translanguaging-resources/translangu aging-guides/ Primary source documents: https://picturingwriting.org/image-making/family-immigration-stor ies-project/?doing_wp_cron=1668568726.1078689098358154296 STUDENTS’ AND FAMILIES FUNDS 78 875 https://www.artesmexut.org/for-educators https://wasatchgardens.org/community-education/milpa https://blogs.cornell.edu/garden/lessons/curricula/the-three-sistersexploring-an-iroquois-garden/ http://www.birdclan.org/threesisters.htm https://umfa.utah.edu/third-saturday-mayan-glyphs https://dailyutahchronicle.com/2021/08/03/voices-from-the-umfa-j orge-rojas-and-artes-de-mexico/ https://davidbowles.medium.com/retranslating-nezahualcoyotl-3a8 68eeb4424 www.historicas.unam.mx/publicaciones/publicadigital/libros/trece _poetas/mundo_azteca.html https://www.youtube.com/watch?v=Y2mHdvUvFOM https://www.youtube.com/watch?v=ggmYigQPPd4 SUPPLEMENTARY TEXTS Fiction books: Good-Bye, 382 Shin Dang Dong (F. Park & G. Park) The Supermarket/El Supermecado (K. Krull) Feathered Serpent and the Five Suns (Duncan Tonatiuh) The Corn People/ La Raza del Maiz (J. Carlos) The Three Sisters (M. Eames-Sheavly) Festival of the Sun (J. Jo) Calling the Doves (J. Herrera) Salsa (J. Argueta & D. Tonatiuh) Grandma’s Chocolate / El Chocolate de Abuelita (M. Price) The Chocolate Tree (L. Lowery & R. Keep) Too Many Tamales (G, Soto & E. Martine) Poetry: Where are you from? (Y. Mendez) Somos Como las Nubes, We Are Like the Clouds (J. Argueta & A. Ruano) Canto de Primavera (Nazahualcoyotl translated by M. Leon Portilla) STUDENTS’ AND FAMILIES FUNDS 79 Non-fiction books: Barrio, Jose’s Neighborhood (G. Ancona) Harvesting Hope, The story of Cesar Chavez (K. Krull and Y. Morales) Separate Is Never Equal: Sylvia Mendez & Her Family's Fight for Desegregation (D. Tonatiuh) Cesar Chavez and the United Farm Workers/ Cesar Chavez y la Unión de Campesinos (D. Heinrich, K. Simpson, & T. White) Immigrants of Yesterday and Today (M. Dismas) STUDENTS’ AND FAMILIES FUNDS 80 Appendix C - Subunit III SUBUNIT 3 OVERVIEW ENDURING UNDERSTANDINGS Indigenous cultures employ sustaining practices to preserve their traditions, languages and cultural heritage, and identity. Transnational communities employ sustaining practices to stay connected with family, friends, language, and culture through generations and across borders. GUIDING QUESTIONS 1. In what ways have some indigenous cultures and ways of living changed with the arrival of the Europeans to the Americas? 2. What are some ways indigenous cultures preserve their traditions, languages and cultural heritage, and identity? 3. How do translanguaging communities stay connected with families, friends, language, and culture across borders? CENTRAL TEXTS TEXTS We Are the Water Protector (M. Goade) Coco (Disney Book Group) Dear Primo/Querido Primo( D. Tonatiuh) The Patchwork Path: A Map Quilt to Freedom (B. Stroud) TRANSLANGUAGING Students organized in pairs one student is stronger in the target HOW-TO language, and another student is stronger in the home language. One student reads in English, and the other student reads in Spanish. Students read paragraph by paragraph, making pauses after one or two paragraphs. Students compare the use of language, vocabulary words, grammar, and syntax structure, between the two languages to construct meaning and take notes. Students identify the main idea in each paragraph. Students reread the story, switching turns to allow students to read the story in both languages. “Bilingual Cuentos” provides students with scaffolded language progression through word analysis and metalinguistic discussions around the similarities and differences between both languages.The teacher may model the process. Utah Core Standards SP.1, R.F.3, R.F.4, R.L.1, R.L.2, R.L. 4, R.L.5, L.2, L.4, L.5 STUDENTS’ AND FAMILIES FUNDS 81 UNIT CALENDAR TIMELINE Number of weeks: 6-8 LESSON #1 ASSESSMENTS (Grade 1-3) Draw conclusions, Main Idea, and Details Draw conclusions using facts and details to make decisions about characters, people and events ln literary texts and historical texts. Determine the central message in a text and supporting details. Compare and contrast indigenous and Latin-American art. Utah Core Standards Language Arts SP.1, SP.2, R.F.3, R.F.4, R.L.1, R.L2, R.L.3, R.L.4, L.2, L.3, L.5. Social Studies S.S.1, S.S.2 (Grade 3) Write from a different perspective, from the narrator’s or characters’ perspectives from literary texts. Utah Core Standards Language Arts S.P. 1, S.P. 3, S.P. 4, R.L.1, R. L.3, R.L.4, R.L.6, L.3, L.4, L.6 Fine Arts Drama Standard 3 INSTRUCTIONAL FOCUS Content Objectives Analyze how European arrival to the Americas influenced and changed the culture of indigenous people. Explore different perspectives through “Theater of the Oppressed.” Identify the narrator’s and other characters’ points of view in literary texts. Language Performance Objectives Draw conclusions using facts and details to make decisions about characters, people and events in literary and historical texts. STUDENTS’ AND FAMILIES FUNDS 82 Determine the main idea and key details in informational texts, including historical texts, indigenous stories, and biographies, to understand how European cultures influenced and changed the culture of indigenous people. Role-play a script to understand multiple perspectives to solve the conflict. Write from a different perspective, from the narrator’s perspective, or from another character’s perspective through “What If” Scenarios. TRANSLANGUAGING Receptive: OBJECTIVES Literature circles- students are organized in groups of monolinguals and bilingual students, taking turns to read in the target language to receive support to develop decoding and phonics skills to practice fluency and accuracy. Students contribute to the discussions and share their understanding by using their entire linguistic and cultural knowledge in their home language, and get support from their group, a bilingual DYAD reading partner or the teacher to translate their notes into the target language. Teach reading scripts and role-playing. Understand strategies, rules and criteria Productive: Students periodically make a pause while they take turns reading and summarizing and ask and answer questions in their preferred language to monitor and clarify. Students use a process grid chart to analyze informational texts and to organize identified key details and facts that support central ideas. Students write their notes in both languages, then the group revises and edits the notes, allowing monolingual or students stronger in the home language to translate their notes into the target language. Role-play with theater of the oppressed grade-level scripts to understand multiple perspectives. Writing from a different perspectiveGives students the opportunity to imagine and role-play a “what if” scenario, get inside the author’s perspective, take a stand, and STUDENTS’ AND FAMILIES FUNDS 83 analyze different points of view to understand that there is more than one possible way to solve a conflict. LESSON #2 ASSESSMENTS (Grades 1-3) Sequence of Events, Main idea, Lesson or Moral, Compare and Contrast Retell the sequence of events in indigenous stories, Identifying the main idea, lesson, and moral in indigenous stories, fables, folktales from diverse communities, comparing and contrasting different texts and cultural settings and contexts in literary and informational texts. Utah Core Standards Language Arts SP.1, SP.2, R.F.3, R.F.4, R.L.1, R.L2, R.L.3, R.L.4, L.2, L.3, L.5. Social Studies S.S.1, S.S.2 (Grade 3) Photo Story Create a photostory exhibiting a clear central message organized in a logical sequence; all photos will provide key details that connect to the central message. Develop digital literacy, oracy, problem solving, self-expression and collaborative skills. Utah Core Standards Language Arts SP.1, SP.3, R.F.3, R.F.4, R.L.3. Fine Arts Visual Arts Standard 3 (Grade 3) Analyze and describe craft and structure to understand how language functions in different contexts and how authors choose words and phrases for meaning. Utah Core Standards Language Arts S.P. 1, R.L.3, L. 3, L.4, L.5, R.L.1, R.L.2, R.L.4, Social Studies STUDENTS’ AND FAMILIES FUNDS 84 S.S.1, S.S.2 Fine Arts Visual Arts Standard 3 (Grade K-3) Narrative Writing: Write a personal or imagined narrative to express how they connected through generations and across borders Utah Core Standards Language Arts SP.1, SP. 3, SP. 4, L. 1, L.2, L.3, L.4, W. 3, W.4. Social Studies S.S.1, S.S.2 Fine Arts Visual Arts Standard 3 INSTRUCTIONAL FOCUS Content Objectives Understand and explore cultural diversity among indigenous cultures of the Americas. Explore and understand Storytelling and diverse ways to remember relatives that have passed away through literary and informational texts. Explore American indigenous and Latin-American cultures, stories, history, and traditions. Observe and explore how stories, language, culture, and identity are conveyed through indigenous and Latin-American art and how these cultures employ sustaining practices to preserve their language, customs, and traditions Explore bilingualism. Language development, change, craft, and structure, and linguistically and culturally sustaining practices of transnational communities living and working in the United States, including Mexican-American communities. Language Performance Objectives Retell the sequential order of events in fiction stories, including fables and folktales, from diverse cultures and informational texts. Determine the main idea, lesson, or moral, and explain how it is conveyed in the text through key details. STUDENTS’ AND FAMILIES FUNDS 85 Understand cultural diversity by analyzing and describing different indigenous ways to remember relatives that have passed away to that of other cultures. Create a photostory to describe their families’ ways of remembering relatives that have passed away or other ways of being, or traditions, The photostory includes details that convey emotions and a sequence of events in a logical order, clarity, organization and connections to the central message. All photos provide key details that convey one central idea. Read and comprehend and describe indigenous ways and Modern Latin-American ways of art-making through folklore, music, painting, and other mediums, describe how these cultures sustain these practices through generations and across borders. Analyze and understand the craft and structure of language in bilingual literary texts by analyzing how the author uses words and phrases to help the reader convey meaning. Write a personal narrative to express how they stay connected through generations and across borders, providing sensory details and describing people, settings, and events in sequential order. Students create a culture quilt to show how their families sustain their customs and traditions through generations. TRANSLANGUAGING Receptive: OBJECTIVES DYAD reading partner. One student is stronger in the target language, and another student is stronger in the home language. Provide authentic bilingual books in both languages relevant to the topic and students' demographics. Teach how to identify sensory details, people, and settings in indigenous literary texts Teach how to observe and select images, analyze people, settings, and expressions that show emotions and actions, and predict thoughts, feelings, and hidden stories. Teach how to develop digital photostories, through stages, planning, production, analysis, presenting bilingual photostories to a range of audiences. Productive: “Bilingual Cuentos” STUDENTS’ AND FAMILIES FUNDS 86 Read-aloud and biliteracy bridging. Provide students with scaffolded language progression through word analysis and metalinguistic discussions around the similarities and differences between both languages. Activating students’ translanguaging practices through storytelling using images. With support from bilingual partners, collaborative groups, teachers, community partners, and parents, students will have the opportunity to create digital photostories using their entire linguistics repertoire. Students create a culture quilt to describe their families’ linguistic and cultural sustaining practices, including people, languages, food, folklore stories, dance, music, clothing, ways of living, customs, and traditions passed down through generations. Students use their language of preference to label and write a short description of each piece of their culture quilt. LESSON #3 ASSESSMENTS (Grade 3) Conduct short research and oral history interview by gathering information through a family history questionnaire and family interview. Utah Core Standards Language Arts SP. 1, SP. 2, SP.3, SP. 4, R.F.3, R.F.4, R.I.1, R.I.4, R.I.5, R.I.7, L.1, L.2, L.3, L.4, L.5, W.2, W.3, W.4, W.7, W.8. Social Studies S.S.1, S.S.2 (Grade K-3) Create a short storybook about their families, employing the editing process Utah Core Standards Language Arts SP. 1, SP. 2, SP.3, SP. 4, R.F.3, R.F.4, R.I.1, R.I.4, R.I.5, R.I.7, L.1, L.2, L.3, L.4, L.5, W.2, W.3, W.4, W.7, W.8. STUDENTS’ AND FAMILIES FUNDS 87 Social Studies S.S.1, S.S.2 Fine Arts Visual Arts Standard 3 INSTRUCTIONAL FOCUS Content Objectives Demonstrate an understanding of diverse families and cultural knowledge to develop multicultural awareness and recount their families’ stories through research and narrative writing. Develop a family history questionnaire. Gather information by interviewing their relatives. Demonstrate an understanding of diverse families and cultural knowledge to develop multicultural awareness and recount their families’ stories through narrative writing. Language Performance Objectives Develop a family history questionnaire and conduct oral history interviews to gather information about their relatives, ancestors, family history and family narratives. Create a family tree with the information gathered through their families’ interviews and questionnaires. Analyze their families' interview notes and write a short storybook about their families, including photos or illustrations, and family narratives, in a clear and coherent manner, demonstrating editing skills, including development, organization, structure, style, and purpose. TRANSLANGUAGING Receptive: OBJECTIVES Teach how to conduct a bilingual oral history interview, including formulating questions in both languages, planning the project and interview, practicing interviewing classmates and relatives, conducting the interview, recording, note taking, evaluating recording and notes, organize the information, and presenting the project. Students can write their notes in their preferred languages. This project will give students the opportunities to formulate questions that are relevant to them and their families. Productive: STUDENTS’ AND FAMILIES FUNDS 88 With mutual support from partners, collaborative teams and teachers, students will use their entire linguistic and cultural repertoire to develop authentic questions in both languages relevant to their lived experiences, their families, their family history, and narratives. Teaching how to write a bilingual short story. Parents can be invited to support students in the editing process to help clarify meaning and contribute with their families’ funds of knowledge, including their whole linguistic and cultural repertoire. Parents can be invited to a storytelling family night to provide students and families opportunities for cross-cultural transactions and to listen to their students’ completed stories. Productive: Students will use their entire linguistic and cultural repertoire to develop authentic stories relevant to them, and their lived experiences. Students will write the stories in both languages for authentic audiences, selecting key vocabulary words and syntax structures to construct meaning. ADDITIONAL RESOURCES RESOURCES AND LINKS Translanguaging In Curriculum and Instruction Guide: A CUNY-NYSIEB Guide for Educators https://www.cuny-nysieb.org/translanguaging-resources/translangu aging-guides/ A Translanguaging Pedagogy for Writing: A CUNY-NYSIEB Guide for Educators https://www.cuny-nysieb.org/translanguaging-resources/translangu aging-guides/ How to conduct an oral history interview https://dohistory.org/on_your_own/toolkit/oralHistory.html Building Bridges through storytelling https://www.colorincolorado.org/article/building-bridges-throughstorytelling-what-are-your-students-stories Theater of the Oppressed-To explore “What if Scenarios” STUDENTS’ AND FAMILIES FUNDS 89 https://imaginaction.org/media/our-methods/theatre-of-the-oppress ed-2 Fotostorias/ Photostories-To elicit the experiences of migrants https://sites.uw.edu/rgomez/fotohistorias/ Primary source documents from various countries and communities: https://casaescondida.com/blog/chimayo-weavers/ https://www.chimayoweavers.com/pages/weaving SUPPLEMENTARY TEXTS Realistic-fiction books: Mexican-American Folktales, The Badger and the Rattlesnake, A Tale Set in Arizona (E.D. M. Cervantes & A. Cervantes) Coco (Disney, Pixar) My Tata’s Remedies/Los Remedios de Mi Tata (R.C. Rivera-Ashford) Alma and How She Got Her Name ( J. Martinez-Neal) My Name is Maria Isabel (A. F. Ada) Between Us and Abuela (M. Perkins) Que Cosas Dice La Abuela! Dichos y refranes sobre los buenos modales (A. Galan) Me Llamo Celia (M. Brown) Los Discos de la Abuela (E. Velasquez) The Drinking Gourd (C. Montgomery) Harriet Tubman, Alias Moses: Joe’s Journey (C. Montgomery) Me and My Uncle Romie C. Hartfiled) Change Sings: A Children’s Anthem (A. Gorman) Songs: En mi Viejo San Juan (N. Estrada) Canción Mixteca (A. Aguilar) Remember Me (K. Anderson-Lopez & R. Lopez) Proud Corazon ( A. Molina & G. Franco) Hasta la Raiz (N. Lafourcade) Non-fiction books: Barrio, Jose’s Neighborhood (G. Ancona) Family Pictures/ Cuadros de Familia (C. L. Garza) Child of the Flower-Song People, Luz Jimenez, Daughter of the Nahua (G. Amescua) Los Ojos del Tejedor. The Eyes of the Weaver (C. Ortega) Stitching Stars: The Story Quilts of Harriet Powers (M. E. Lyons) STUDENTS’ AND FAMILIES FUNDS Appendix D - Copy of Emails to the Reviewers Email to reviewer #1 Email to reviewer #2 Email to reviewer #3 90 STUDENTS’ AND FAMILIES FUNDS Appendix E - Screenshot of the Google Form Sub-unit #1 - Rubrics 91 STUDENTS’ AND FAMILIES FUNDS 92 STUDENTS’ AND FAMILIES FUNDS 93 STUDENTS’ AND FAMILIES FUNDS 94 STUDENTS’ AND FAMILIES FUNDS Sub-unit #2 - Rubrics 95 STUDENTS’ AND FAMILIES FUNDS 96 STUDENTS’ AND FAMILIES FUNDS 97 STUDENTS’ AND FAMILIES FUNDS 98 STUDENTS’ AND FAMILIES FUNDS 99 STUDENTS’ AND FAMILIES FUNDS 100 STUDENTS’ AND FAMILIES FUNDS Sub-unit #3 - Rubrics 101 STUDENTS’ AND FAMILIES FUNDS 102 STUDENTS’ AND FAMILIES FUNDS 103 STUDENTS’ AND FAMILIES FUNDS 104 STUDENTS’ AND FAMILIES FUNDS 105 STUDENTS’ AND FAMILIES FUNDS 106 STUDENTS’ AND FAMILIES FUNDS 107 STUDENTS’ AND FAMILIES FUNDS 108 Appendix F - Table of Feedback Grading Rubric (1) Disagree (2) Somewhat Disagree (3) Somewhat Agree (4) Agree (5) Strongly Agree First Criteria: Fostering and sustaining CLD students’ biliteracy and bicultural skills development through CLSP and translanguaging strategies. Rubrics Reviewer #1 - F. B Reviewer #2 - J.B. Reviewer #3 - J. A. Fostering and sustaining students’ biliteracy and bicultural skills development through translanguaging practices (5) all subunits (5) subunit 1, 3 (4) subunit 2 (2) subunit 1 (3) subunit 2 (4) subunit 3 The lessons invite all (5) all subunits students to apply their entire linguistic and cultural repertoire to contribute to cooperative learning opportunities, using English, their home language or both (5) all subunits (4) subunit 1 (3) subunit 2 (4) subunit 3 The lessons and translanguaging strategies foster metalinguistic and cultural connections between CLD students’ and their families’ narratives and the stories of transnational communities (5) subunit 3 (5) subunit 3 (4) subunit 3 The translanguaging strategies provide students with opportunities to (5) all subunits (5) all subunits (2) subunit 1 (2) subunit 2 (4) subunit 3 STUDENTS’ AND FAMILIES FUNDS 109 engage in collaborative groups to have access to reciprocal exchange of linguistic and cultural knowledge The lessons value and (5) unit 3 support CLD students’ dynamic bilingualism, cultural and linguistic identities, academic investments, and critical practices (5) unit 3 N/A Second Criteria: Content relevant to students’ and their families’ linguistic and cultural backgrounds. Rubrics Reviewer #1 - F. B Reviewer #2 - J.B. Reviewer #3 - J. A. The thematic concepts are relevant to students’ language development, linguistic and cultural backgrounds (5) all subunits (5) all subunits (5) subunit 1 (4) subunit 2 (3) subunit 3 The lessons provide literature and other authentic materials that are relevant to students’ linguistic and cultural backgrounds (5) all subunits (5) subunits 1, 2 (4) subunit 3 (2) subunits 1, 2 (5) subunit 3 The lessons provide all students equitable and educational practices and spaces, centering the dynamic practices of students of color in (4) all subunits (5) all subunits (2) subunit 1 (4) subunit 3 STUDENTS’ AND FAMILIES FUNDS 110 the center of instruction The content and language performance objectives provide opportunities for linguistic and cultural connections between students’ experiential knowledge and the settings and characters in stories from diverse communities (5) subunits 1, 3 (5) 1, 3 (3) subunit 1 (4) subunit 3 The content and language performance objectives provide opportunities for linguistic and cultural connections between students’ experiential knowledge and the people/characters, settings and events in literary texts, immigrant narratives, biographies, and other informational texts from diverse communities. (5) subunit 2 (5) subunit 2 (3)subunit 2 The translanguaging strategies provide students with opportunities to develop multiple perspectives and cultural competency and to critique and challenge oppressive systems of power (5) subunit 3 (5) subunit 3 (4) subunit 3 STUDENTS’ AND FAMILIES FUNDS The lessons provide opportunities for family engagement (5) subunit 3 (5)subunit 3 111 (3) subunit 3 Third Criteria: Grade appropriate, measurable and attainable goals and core standard alignment. Rubrics Reviewer #1 - F. B Reviewer #2 - J.B. Reviewer #3 - J. A. The lessons provide students with sufficient opportunities to explore diverse texts and online resources to develop basic research skills and understanding (5) all subunits (5) subunits 1, 2 (4) subunit 3 (2) subunit 1,2 (5) subunit 3 Utah State Core Standards and CLSP Alignment (5) all subunits (4) all subunits (3) subunit 1 (2) subunits 2 and 3 The content (5) all subunits objectives in the lessons are written in clear measurable terms and relevant the unit objectives (4) all subunits (4) subunit 1 (3) subunit 2 (4) subunit 3 The assessments clearly define grade-appropriate attainable goals (4) all subunits (N/A) no response (4) all subunits