189. I would like to know if it would be too much homework for my student write his spelling words in his language then in English?

I do not believe that there is ever "too much homework," provided that the student is interested on the topic of the homework and (s)he is successful in completing the homework task. If the student can write in Spanish and is motivated by writing the spelling words in (h)is/er own language, by all means ask the student to do so.

There are thousands of English/Spanish cognates, that is, English and Spanish words that are spelled and pronounced similarly, and mean just about the same thing in both languages. For example, tiger/tigre, class/ clase, etc. Practice in writing both cognates --the similar English and Spanish words-- helps the student remember the spelling of the English words --that is, the words in the second language.

The student could then share his bilingual homework with the other English-ONLY students in the class. This sharing would enrich the educational opportunities of ALL students since the English-ONLY students would be learning --effortlessly-- many Spanish words.

Keep the homework interesting and relevant. So long as students do their homework, no homework is "too much."

 

 


For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for
Paraprofessionals: Number 3.
Web Site Programs for
New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.

 

For information and credentials please click on the link below or contact directly:

CARMEN SANCHEZ SADEK, Ph.D.

Educational Consultant, Program Evaluator

National Board for Professional Teaching Standards, Certification (12/2006)

3113 Malcolm Avenue, Los Angeles, California 90034-3406

Phone and Fax: (310) 474-5605

E-mail:  csssadek@gte.net