在尤金·科斯特学校，这是卡尔加里公立教育局（CBE）下的六所西班牙双语小学之一，我们致力于提高学生在英语和西班牙语阅读方面的成绩。作为对最近全校开展的西语密集周的回应，施密特女士的四五年级学生通过“Soy un Lector/我是一个读者”项目更好地理解自己作为双语读者的身份。学生从双语阅读的角度探讨了整体终身学习框架（alma/精神，corazon/心脏，cuerpo/身体和mente/头脑）的多个维度，以界定他们作为读者的整体自我。

最终的混合媒体身份肖像受到了杰姆·普伦萨和阿皮塔坦两位西班牙艺术家的影响，他们在艺术中整合了文学，传达了深层的含义。学生将自己作为读者（el lector）置于艺术的中心，周围是多个维度，这些维度共同构成了他们对自己作为读者的整体理解。

Alma/精神——生活的本质（los gustos y preferencias/喜好和偏好）

“Wonder是我最喜欢的书，因为它非常有趣和有意思。我喜欢这本书。我喜欢在床上和在学校的椅子上阅读。我喜欢在晚上阅读。”

“Wonder is my favourite book because it is really fun and interesting. I love this book. I like to read in my bed and my chair at school. I like to read at night”

Corazón/心脏——归属感（La comunidad literaria/文学社区）

“我喜欢老师大声朗读，因为我不知道如何大声朗读。”

“I like it when my teacher reads out loud because I don't know how to read out loud”

“我喜欢和朋友一起阅读。”

“I like to read with my friends”

Cuerpo/身体——行动（acciones al leer/阅读行为）

“阅读时，我用眼睛阅读文字和图片，用手拿着书，用嘴大声读，用大脑专心。”

“When I am reading I use my eyes to read the words and pictures, my hands to hold the book, my mouth to read out loud, and my mind to focus”

Mente/头脑——知识（las estrategias de lectura/阅读策略）

“当我遇到一个困难的单词时，我的策略是：向朋友提问，在字典中查找，等等。”

“When I read a difficult word, my strategies are to ask a friend, look it up in the dictionary, and many more”

当学生能够将自己看作学习者社区的一部分时，他们更有能力冒险，而冒险是语言学习的重要特征。这个项目使学生能够反思和庆祝他们作为读者的成就！

At Eugene Coste School, one of six Spanish Bilingual elementary schools within the CBE, we are working to improve student achievement in reading in both English and Spanish.  In response to a recent school-wide provocation, Spanish Intensive Weeks, students in señora Schmidt’s Grade 4/5 class worked to better understand their identities as bilingual readers through their “Soy un Lector”/”I am a Reader” project. Working through the lens of bilingual literacy, students explored the multiple dimensions of the Holistic Lifelong Learning Framework (alma/spirit, corazon/heart, cuerpo/body, and mente/mind) to define their whole selves as readers.

The final mixed media identity portraits were inspired by the work of Jaume Plensa and Apitatán, two Hispanic artists that integrate literacy in their art to convey meaning. Students placed themselves as the reader (el lector) at the center of the art surrounded by the multiple dimensions that contribute to their holistic understanding of themselves as readers.

Alma/Spirit - to be (los gustos y preferencias/likes and preferences)

“Wonder es mi libro favorito porque es muy divertido e interesante. A mi me encanta este libro. A mi me gusta leer en mi cama y en mi silla en la escuela. A mi me gusta leer en la noche”
“Wonder is my favourite book because it is really fun and interesting. I love this book. I like to read in my bed and my chair at school. I like to read at night”

Corazón/Heart - to belong (La comunidad literaria/the literary community)

“A mi me gusta como mi maestra lee en voz alta porque yo no sé leer en voz alta.”
“I like it when my teacher reads out loud because I don't know how to read out loud”

“Me gusta leer con amigos”
“I like to read with my friends”

Cuerpo/Body - to do (acciones al leer/reading actions)

“Cuando estoy leyendo yo uso los ojos para leer las palabras y las imágenes, las manos para agarrar el libro, la boca para leer en voz alta, y la mente para enfocar”
“When I am reading I use my eyes to read the words and pictures, my hands to hold the book, my mouth to read out loud, and my mind to focus”

Mente/Mind - toknow (las estrategias de lectura/ reading strategies)

“Cuando leo una palabra difícil, mis estrategias son: preguntar a un amigo, buscar en el diccionario, y mucho más”
“When I read a difficult word, my strategies are to ask a friend, look it up in the dictionary, and many more”

When students are able to view themselves as part of a community of learners, they are more able to take risks, which is an important feature of language learning. This project allowed students to reflect and celebrate their accomplishments as readers!