Rethinking “Equity Sticks”: Engaging Emergent Bilinguals in Discussing Texts

Abstract

Text‐related oral participation is ubiquitous in literacy and language instruction. As such, considering how invitations to these interactions are framed is critical, as this framing is directly implicated in the design of equitable classrooms. In this Teaching Tip, one common technique teachers have been encouraged to use—a class set of “equity sticks”—is reconsidered through the lens of asset‐based instruction for all learners including emergent bilinguals (EBs). Reframing how EBs are invited to respond to texts requires that teachers get to know their students, privilege multilingualism, provide scaffolding for oral discussion, and encourage responses that transcend linguistic modalities.

A Transnational, Translingual Lens on Curriculum: Supporting Children who are Immigrants and Refugees

“…Furthermore, silence is important culturally and linguistically because it may be a cultural value to listen more, and silence gives time to process language and content (Moschkovich, 2018). Warren and Ward (2021) recommend making it typical classroom practice to teach and use phrases that allow everyone in the class to ask for time to think. Classroom discussions are not only for reviewing learning, but they are also important opportunities for students to bring their transnational knowledge and experiences into the learning so that students (and teachers) can co-construct understandings together.…”

“…That makes it important to learn about, build on, incorporate, and make connections to students' individual home and community communication practices (Au, 2007; Moschkovich, 2018). Au (2007) and Warren and Ward (2021) also recommend making it explicit how to participate in the discussion and offering a variety of ways of participating including partner talks, individual response, whole‐class discussion, and multimodal expressions (e.g., gestures, illustrations, and digital modes), which support multilingual students too. Furthermore, silence is important culturally and linguistically because it may be a cultural value to listen more, and silence gives time to process language and content (Moschkovich, 2018).…”

“…Furthermore, silence is important culturally and linguistically because it may be a cultural value to listen more, and silence gives time to process language and content (Moschkovich, 2018). Warren and Ward (2021) recommend making it typical classroom practice to teach and use phrases that allow everyone in the class to ask for time to think.…”

“…What are some ways I can teach students to ask for wait time and affirm that times of silence and waiting are important? (E.g., see Ward and Warren's ( 2021 ) Reading Teacher article for ideas.) How can I, as the conversation facilitator, set the tone that translanguaging is welcome and encouraged?…”