Language Brokering Lesson Plan Follow-Up from Wednesday's Class

Language Brokering Lesson Plan Follow-Up from Wednesday's Class


April 9, 2014

Language Brokering Lesson Plan – Follow-Up from Wednesday's Class


The goal of these activities is to help all students gain awareness of their repertoires of linguistic practice by analyzing language skills and practices from outside of the classroom, and to “empower students by helping them to reframe their own abilities and validate them” (Orellana, UCLA 2013). Specific objectives for this lesson include:

(a) define concepts of language brokering, cultural brokering, language repertoires

b) identify instances of language and/or cultural brokering through using resources provided in class and drawing upon students' own experiences

c) analyze instances of language and/or cultural brokering in groups to 'unpack' what is going on and work being done by participants

d)reflect upon an experience they have had with language or cultural brokering

e) utilize various mediums and modes of communication (visual/spatial, aural, oral, written) to communicate experiences and/or thoughts about language brokering

Before students come in:

  • Arrange desks in U (mentors)
  • Pull up PPT (Audrey)
  • List classroom items on board (Audrey)
  • Have students check in their audio data as soon as they enter the classroom. Each mentor will have a check-in sheet. Students who recorded 20 minutes or less will need to do a second part to their interview. (Mentors, Audrey, and Zuleyma)

1. Introduction and House Cleaning (20 minutes)

  • Introduce Juan.
  • Check in with students about their interviews, continue to collect audio data and consent forms.
  • Have conversation about their progress on this project – we are pushing the date back, we will be connecting with parents and families.
  • Respect your decisions and your families' privacy; can take notes.
  • Talking about family trees, editing it, resubmitting full credit on Monday.
  • We will analyze on Monday, and write up on Friday.

◦Your linguistic autobiography

◦Interviewees' autobiography

◦Language family tree

  • Parent's contact info and interviewee's contact info. RSVP note.
  • Give out consent form in Spanish to those who need it.
  • Audrey will come in Thursday morning to collect data.

2. Emotions and Feelings About Language Brokering (15 minutes)

  • Have mentors walk around and write the following phrases on the board.
  • Say that these are some of the statements we heard coming up in group discussion on Wednesday, and we wanted to unpack them more.
  • “It's annoying.” – Why? What's that about?
  • “I feel proud because I get to help my family.” – Why?
  • “I feel happy that I can help others.” – How?
  • “It's stressful.” – When is it stressful?
  • Where, when, who, what, how it made you feel?
  • How does technology play a role in brokering linguistic events?
  • Engage students into a discussion of these – listing their responses on the board, and also pointing out institutional responsibility in providing translators/interpreters.

3. Read and Discuss Orellana's Research (15 minutes)

Bring students' reflections back to group discussion of Orellana's research:

  • Do you think many people know about language brokering? Or how much work goes into it?
  • How do you think they perceive it?
  • Review some misperceptions of language brokering on PPT.
  • What would you want to tell someone who had never heard of it, or had misperceptions of it?
  • What do you think are the most important things for people to know about it?
  • What can others do to help you do amazing brokering?
  • Highlight potential to turn this into their final project.

4. College Check-In (7-10 minutes)

  • Financial Aid
  • Decisions process
  • Ask your mentor