Teaching in Two Languages by Reyes Sharon Adelman;Kleyn Tatyana;

Author:Reyes, Sharon Adelman;Kleyn, Tatyana; [Adelman, Sharon]
Language: eng
Format: epub
ISBN: 1994188
Publisher: Corwin Press
Published: 2010-02-18T00:00:00+00:00

INCORPORATING THE FIVE Cs AND OTHER LINGUISTIC VARIETIES IN SEMANTIC MAPS

When students work directly with semantic maps, it is important to incorporate as many of the Five Cs as possible. This may be easily accomplished by extending the connections that are already present in the semantic maps that students are creating. For example, if the class is working with vocabulary about farm animals, the teacher can have students research the literary forms (e.g., stories, plays, tales, songs, and fables such as The Three Pigs) where this vocabulary appears. It might be even more informative to have students ask members of their families about the structure or narrative of the tale, story, or song. Do all of their families know the tale in the same way? Are there stories, superstitions, or folk tales that are unique to any culture or background present in the classroom?

After mapping the lexical items studied in the class, further connections may be investigated. In what other fields of knowledge, such as science or industry, are those words used? Establishing links between lexical items and other fields where the words are present emphasizes an understanding of interconnectedness.

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