Doctoral Research · Curriculum Development · Texas Tech University
Raíces: Rooted in Culture, Rising in Language
Original SLAR Grade 4 Biliteracy Curriculum · TEKS Chapter 128 · ACTFL · CEFR · 2026–Present
Project Overview
Raíces is an original, identity-centered biliteracy curriculum for Grade 4 dual language classrooms in South Texas — developed as doctoral research in Curriculum & Instruction: Language, Diversity & Literacy Studies at Texas Tech University. It is designed to center the linguistic and cultural identities of Mexican American and multilingual learners while building rigorous, TEKS-aligned Spanish language arts skills. Every unit integrates explicit language objectives, translanguaging supports, formative assessment, and SpEd/ELL differentiation — grounding practitioner design in scholarly inquiry.
TEKS Chapter 128
ACTFL Aligned
CEFR A1–B1
Identity-Centered Design
Translanguaging Pedagogy
Doctoral Research · TTU
Original Anchor Text: El Partido
Curriculum Scope — 7 Units
| Unit | Title | Central Theme | Status |
|---|
| Unidad 1 | Mi Lengua, Mi Identidad | Language identity, bilingualism as asset, community voice | Semana 1 Complete |
| Unidad 2 | Mis Raíces, Mi Historia | Family history, intergenerational memory, oral tradition | In Development |
| Unidad 3 | Mi Comunidad, Mi Mundo | Community systems, advocacy, civic participation | Planned |
| Unidad 4 | La Naturaleza Nos Habla | Environment, science literacy in Spanish, land stewardship | Planned |
| Unidad 5 | Creadores de Cambio | Changemakers, problem-solving, social entrepreneurship | Planned |
| Unidad 6 | Voces que Perduran | Literature, author's craft, legacy and cultural preservation | Planned |
| Unidad 7 | Somos el Futuro | Identity synthesis, biliteracy goals, future self-authoring | Planned |
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Supporting Text Library — In Progress. Each unit anchors instruction in an original text authored by M. Jiménez, ensuring full copyright ownership. El Partido serves as the Unit 1 anchor text across all Semana 1 lessons. A curated supporting library of bilingual and bicultural mentor texts — selected for thematic alignment, linguistic accessibility, and cultural specificity — is in active development alongside each unit.
5-Step Lesson Micro-Framework
Activate prior knowledge and cultural connection. Students connect the day's theme to lived experience through a culturally grounded provocation — honoring home language, family stories, and community knowledge as academic assets.
Caja de Herramientas
10 min
Language tools and metalinguistic focus. Explicit language objective introduced with function label (Narrar · Clasificar · Sintetizar). Sentence plantillas modeled. Vocabulary discovered in context through El Partido — never pre-taught.
Deep engagement with anchor text. Structured reading, listening (TEKS 4.1A audio), and discussion tasks. Tiered questioning scaffolds access for emergent bilinguals and SpEd students without reducing rigor.
Language production with purpose. Students use plantillas and lesson vocabulary to produce original written or oral text. Translanguaging is strategically planned — not permissive code-switching — with explicit ACTFL proficiency goals.
Community knowledge-building and formative assessment. Students share with partners or class; teacher uses exit observation protocol. Data informs next-day differentiation without adding grading load.
Semana 1 — Three Lessons Built
Language ObjectiveYo puedo narrar aspectos importantes de mi identidad usando detalles específicos.
Anchor TextEl Partido — Capítulo 1 Original · M. Jiménez
Función LingüísticaNarrar
Exit AssessmentBoleto de Salida: Una parte importante de mi identidad es ___
Language ObjectiveYo puedo clasificar las lenguas que uso y explicar cuándo y por qué las uso.
Anchor TextEl Partido — Capítulo 2 Original · M. Jiménez
Función LingüísticaClasificar
Exit AssessmentYo uso el español cuando ___ porque ___
Language ObjectiveYo puedo sintetizar lo que aprendí sobre mi identidad lingüística.
Anchor TextEl Partido — síntesis + student texts as anchor Original · M. Jiménez
Función LingüísticaSintetizar
Exit AssessmentPárrafo de Identidad — 3 párrafos completos
Embedded MLL Design Features
- Explicit language objectives with linguistic function labels (Narrar · Conectar · Clasificar · Explicar · Sintetizar · Argumentar) escalating across the week
- SpEd AND ELL Emergent differentiation written separately — graphic organizers, oral response options, L1 use explicitly permitted
- Puente de Biliteracidad in every lesson: active cognates named aloud, cross-linguistic transfer made explicit (nombre → name · identidad → identity)
- TEKS 4.1(A) addressed in every lesson through integrated audio listening activity inside Explorar
- Trauma-informed teacher notes anticipating emotional content before students encounter it — names, family stories, identity, possible shame or pride
- Maestro Dice scripted language with bracketed coaching cues — supports implementation fidelity without removing teacher voice
- Observation protocols built into every phase — Qué Escuchar indicators tell teachers what to listen for, not just what to assign
- Vocabulary sequencing across lessons: each word introduced as Nueva, then Revisión — L3+ words withheld until appropriate
What This Work Demonstrates
Raíces is a complete curriculum development project — authored, architected, and sequenced from scratch, with every design decision documented and defensible. It demonstrates the full range of curriculum work: writing and revising instructional materials for coherence and level-appropriateness, building scope and sequence across a multi-unit program, embedding evidence-generation structures (formative assessment, observation protocols), and centering community and cultural identity as a non-negotiable program value. The doctoral research context means every decision is tied to the scholarly literature — the foundation for grant reporting, program evaluation, and impact communication.