Coralis Mollitor
Enriching Second Language Acquisition for Emergent Bilinguals
Applied Digital Learning 2024-25
Innovation Recap
2024, August
Why Tip-Toe?
Stage: Brainstorming
The innovation plan began because of a desire to change the education of emergent bilinguals. This plan started by researching how ePortfolios, digital tools, and blogging can assist with language acquisition without native language compromise.
What Worked.
Because of years of experience and countless professional development, I already know that the transition from brick-and-mortar to digital can be done and almost seamlessly. Some of the best practices designed to support emergent bilingual are:
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journaling and reflecting ---- change to ---- blogging
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translanguaging activities ---- share --- page dedicate projects (COVA)
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teacher/peer feedback --- add --- AI feedback
Improvement
Create exemplars for others to learn from. Think about how learning environments can be created and implemented in the plan. Research what tools that best support the different concepts and needs of emergent bilinguals.
2024
October- December
Ice Breaker
Stage: Research Phase I
What Worked.
My innovation would not have worked or taken flight without reflecting on myself first. By defining my viewpoints and putting them 'on paper', I am able to keep at the forefront of my mind what I expect the change in emergent bilingual to look like.
This stage of my innovation is about connecting with my plan. Here I broke the concerns and worries I have. I developed a better understanding of myself and my why. I reinforced and curated my learning to reflect the goal of changing education to equip emergent bilinguals with successful learning in second language acquisition and empowering learning through native language support.
Without this stage, I wouldn't have:
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reflected on my own fixed mindset and learned how to promote growth mindset in EBs.
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developed the learning environment that emergent bilinguals can thrive in by maintaining confidence and identity.
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designed lessons that uses the constructivist philosophy; allowing EBs to bring what they have from their language and culture to their learning.
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created learning environments that focus on the needs of EBs as multilingual learners, breaking away of the translated monolingual curriculum.
Now, I have created a plan that begins to allow EBs to learn their way, by expressing their passions and self. No more limitations because of language, curriculum, or lack of resources. It is not an end product, but it is a step towards redefining education.
2025
January- May
Sharpen Tools
Stage: Research Phase II
What Worked.
Being able to research different tools thoroughly has been a blessing. I was able to look into different programs and methods of teaching to support emergent bilinguals. I found HelloTalk which allows for speaking acquisition; Quillbot that summarizes a text for better comprehension. Tools I will be using in the classroom.
I have an array of tools that to implement during the Pencil to the Metal phase. By combining the research done with the district provided program, I can test run the impact of my implementation in my classroom this new school year. I will combine these tools to promote an environment that gives learners confidence focusing on their passions and interest.
Differently
What I am going to do differently is not limiting my potential resources. When I first started my plan, I was narrowed minded on how to change bilingual education. From here on out, I will take more risks. It is important to not limit the resources in a program that has close to nothing. Bilingual education needs mending.
Another thing I would do differently is sharing my ideas more often. This plan is an early change to EB education. It could be more developed, if I would have shared my plan with colleagues, family, friends, and peers. The input from others would have developed a greater program.
2025
May-July
Subscribe
Stage: Draft Phase I
A weakness of mine has been the ability to share my ideas in a way that makes an impact. For my plan to take off, I needed to learn the best way to connect with my audience- my organization. I learned that I need to connect to the heart of those I want to change.
The data will show success for EBs in language proficiency, what it will hide is how the plan impacts the learners and the educators. Educators need the opportunity to engage in their beliefs of EB education. They need to clearly define their philosophy and ideas to further develop them. This way they will effect EB learners by focusing on the practices that will expedite their success. But how do I reach the educators and organizers?
The heart I need to show are the EBs that are struggling in the classroom because of lack of voice. Learners who have the academic foundation, leadership, and creative drive. However, they are confined to the limitations of language. They lose confidence and passion because they cannot share their interest.
2025
August- December
Pencil to the Metal
Stage: Draft Phase II
I am currently at the stage of purposefully and effectively implementing blended learning, artificial intelligence, and ePortfolio as tools in my classroom. While taking the courses, I started to add these tools in my sixth grade classroom as I learned about them. I did see growth in my students and a desire to learn. They became owners of their learning and helped to push me out of my traditional habits of teaching. I relied heavily on the flipped classroom of learning, with the amount of students I had, I spent more time repeating lessons in small groups or individually until the students had videos, exemplars, and readings to learn at their own pace.
It was extremely beneficial for three groups: newcomer, gifted and talented (GT), and 'bubble' students. Newcomers were able to return to the lessons in either language, slow down the information output and take time to make connections. For GT students, I saw an increase in collaboration and engagement. They were able to work together in a carefree environment while taking risks with their work. The group that mostly benefited from flipped classroom, AI support, and the creativity of ePortfolio were the 'bubble' students. The students that will normally do well, can falter, but are not given the same education as GT students. When given these resources, they were the most consistent and willing to use it for their education. They elevated their projects which were innovate and inspiring to their classmates.
This academic year I will implement the same learning environment and style that the 'bubble' students created with fourth graders.
2026
January- May
Autocorrect Enabled
Stage: Revise & Edit
During this phase, I intend to revisit the program and my reflections about the implementation, usage, and success of EBs. Afterwards, I will adjust the program and courses provided in my plan to ensure the learning environment of EBs.
Reference
Gomez & Gomez. (2023). Research resources. https://www.gomezandgomez.com/research-and-resources
Texas Education Agency (2024). Supporting emergent bilingual children in the early childhood education classroom. TEA. https://tea.texas.gov/academics/early-childhood-education/educator-resources/supporting-emergent-bilingual-children-in-the-early-childhood-education-classroom