Given the pervasive practice of engaging students with the text without building the field or inviting prior knowledge to make sense of it, a common design challenge faced by teachers of bilingual and emerging-bilingual students is how to structure invitations for students to engage their own experiences and knowledge to support the intellectual work of the lesson. This webinar will highlight the importance of surfacing students’ prior experiences and activating their prior knowledge in dual-language classrooms.
The following topics will be addressed in this session:
• Inviting students’ prior experiences and knowledge: Why is it so important?
• Student-centered activities to incorporate their prior knowledge and experiences: How can we do it?