Teacher as learner

• Compare student translations on chart paper and attend to difference in translations

• Ask students about heritage language knowledge(i.e., dialects and proficiencies)

• Teacher learns about student language; discussions of syntax, vocabulary, and textual themes

• Teacher learns about student linguistic strengths; uses this info to configure work groups

Teacher as collaborator

• Direct students to textual clues to infer meaning of English vocabulary

• Guide students in paraphrasing/finding synonyms for English words that they don’t know how to translate

• Students comprehend specific vocabulary and practice a comprehension strategy

• Students successfully complete translation and practice a comprehension strategy

Teacher as expert

• Scaffold figurative language comprehension through direct instruction

• Scaffold figurative language comprehension by tapping student background knowledge

• Students avoid comprehension difficulties; discussion centered on linguistic features

• Improved comprehension of English idiom; revised translation based on this knowledge