In my duallanguageschools.org February 2019 article, I shared information regarding the recently released C6 Biliteracy Framework™. As I wrote in that piece, for the longest time, dual language educators have used lesson planning frameworks not specifically conceptualized to serve the needs of students in dual language classrooms. Like many things in dual language, we are often presented with pedagogical resources and tools that are designed via a monolingual lens, or to serve students matriculated in traditional educational settings, and then, asked "to make it our own" for a dual language context.
Before moving forward, the following reflection questions might assist in fully understanding the present state of our dual language lesson planning process:
- How do I ensure that the lessons I create are planned and facilitated through an additive instructional lens?
- How have I not?
- What specific framework does our team use to lesson plan for the dual language classroom?
- What steps do I need to take in order to fully align with the 3 goals of dual language education and/or the Guiding Principles for Dual Language Education: Third Edition?
The C6 Biliteracy Framework™ was created specifically to facilitate the lesson planning process for teachers serving in dual language programs. It is aligned with the literature reviews and rubrics presented in the Guiding Principles for Dual Language Education: Third Edition and also, specifically designed with the three goals of dual language in mind. That is, lesson planning via the framework provides a path for students to become bilingual/biliterate, reach grade level academic achievement in both program languages, and understand the importance of working towards sociocultural competence on a daily basis.
Continue reading to learn more about the C6 Biliteracy Instructional Framework…