Fordham Notes: bilingual
Showing posts with label bilingual. Show all posts
Showing posts with label bilingual. Show all posts

Monday, October 6, 2014

Fordham Faculty in the Field: Serving Bilingual Education Classrooms

Diane Rodriguez

The High School for Health Careers and Sciences in the Washington Heights section of New York City offers students the opportunity to learn in their native language.

Diane Rodriguez, Ph.D., associate professor at Fordham’s Graduate School of Education (GSE), researches bilingual education, and in this video, she observes a class in action at the northern Manhattan school. In the video, she says that programs like this affirm the diversity of the students, develop critical thinking skills in two languages, manifest a positive classroom environment, and foster inclusion and participation of all students.

The high school’s Transitional Bilingual Program provides students with instruction in their native language in order to ensure students don’t fall behind in content areas while learning English.

“When schools promote the development of bilingual students’ first language,” says Rodriguez, “students tend to experience academic success.”

Watch the entire video below, and for more on multilingual education programs at GSE, visit the Fordham website.

-Rachel Roman

Monday, June 30, 2014

Needs of Bilingual Special-Education Students are Topic of Summer Institute


A five-day event starting July 1 at Fordham will offer parents and educators an in-depth look at how best to teach special-needs children who are learning English as a second language.

The Graduate School of Education will host the Bilingual Special Education Summer Institute at the Lincoln Center campus from July 1 to 3, and on July 7 and 8.

The institute “will provide an overview of the latest research-based knowledge on effective practices for learners diverse in culture and ability,” according to a brochure. Experts in bilingual education will present on several topics including strategies for bilingual special education students, the ways in which teachers can use students’ native languages to promote learning, and the importance of bilingual special education.

Diane Rodriguez, Ph.D.
“Research shows that teachers working in urban settings must be prepared to implement both theoretically sound and culturally responsive teaching because their students are extremely diverse in culture, language, ability/disability, and socioeconomic status,” said Diane Rodriguez, Ph.D., associate professor at GSE, in an interview posted on the graduate school’s blog.

Of the more than 150,000 English language learners in the New York City school system, 22 percent are special-needs students, she said.

The institute is open to educators, graduate students, parents, school psychologists, school counselors, administrators, and professionals in the area of special education. The registration options include single-day attendance and professional development credits.

“Bridging the intersection of bilingual and special education will provide insights into the multifaceted complexity of language, culture, and the continuum of ability/disability for positive social, affective, cognitive, and academic outcomes,” Rodriguez said.