In this article the authors propose that biliteracy is a more challenging and rigorous form of li... more In this article the authors propose that biliteracy is a more challenging and rigorous form of literacy than the English-only orientation of the Common Core State Standards (NGACBP & CCSSO, 2010). Because learning to read and write in two languages differs from learning to read and write in one, we argue that biliteracy requires its own pedagogies, methodologies, and assessment systems. Data derived from the reported study support a trajectory toward bilingualism informed by a framework that capitalizes on theories of integrated and holistic biliteracy in order to re-conceptualize the ways educators can interpret biliteracy assessments of emerging bilingual learners in Spanish and English.
In this qualitative linguistic ethnography, we combine a multilingual perspective on translanguag... more In this qualitative linguistic ethnography, we combine a multilingual perspective on translanguaging with humanizing pedagogies to examine how and for what purposes a second-grade teacher and her students used Spanish and English in support of language development during a literacy-based English Language Development block within a paired literacy bilingual education model. Data analyses included deductive and inductive coding of multilingual exchanges, specifically drawing upon Baker's 13 overlapping purposes for codeswitching. Findings reveal that the teacher and students employed seven of Baker's purposes, while also exhibiting three additional purposes: (1) Respect and Terms of Endearment, (2) Excitement, and (3) Intentional Pedagogical Use to Expand Metalinguistic Awareness. Our discussion includes pedagogical implications for biliteracy instruction. The spontaneous use of two languages within a single utterance or across a series of utterances is a natural phenomenon in bilingual communities (MacSwan, 2017). Research confirms that the flexible pivoting from one language to another is systematic and rule governed, employed to serve specific functions, and indicative of language proficiency for multilingual speakers (Meisel, 2004; Myers-Scotton, 2002). Critics, however, claim that the simultaneous use of two languages signals linguistic interference or evidence of insufficient development of a person's full linguistic repertoire (Baker, 2006). Often these criticisms derive from a political and colonial past in which nationalism and patriotism are linked to the use of language (Mazak, 2017). Socially constructed language hierarchies emanate from unequal power conditions and unwarranted societal preferences rather than any empirically provable linguistic superiority (Shin, 2017). The perceived prestige and symbolic power of certain language varieties results in a form of linguistic imperialism that privileges some languages at the expense, and possible peril, of others (Phillipson, 2009). These diglossic conditions, in which languages are imbued with power and prestige differentially, often lead to what some have termed a "monolingual bias" (Escobar & Dillard-Paltrineri, 2015). The monolingual bias suggests that bilingual learners must behave like two monolinguals in one person and that their competencies should be compared to those of an "idealized native speaker" who is presumed to be superior by birthright (Escobar & Dillard-Paltrineri, 2015, p. 302). When a bilingual speaker is unable to perform like the mythical native speaker in each language, there is a bias toward the acquisition of the language perceived to have more status, often at the expense of the other language. These ideologies can lead to instructional environments that limit teaching and learning to only one language at a time, often privileging English.
ABSTRACT This quasi-experimental study tested the efficacy of a research based biliterate reading... more ABSTRACT This quasi-experimental study tested the efficacy of a research based biliterate reading strategy, Lotta Lara, that is part of a larger paired literacy instructional program. Its purpose was to investigate whether the biliterate reading strategy, which focuses on reading fluency, comprehension, and oracy through whole group instruction, impacted first grade emerging bilingual learners’ biliterate reading development. We utilized an Ordinary Least Squares regression model to compare students’ biliterate reading outcomes in the treatment group (n = 23) to those of the control group (n = 21). Despite the small sample size, positive and statistically significant effects were found on students’ Spanish reading outcomes. While students made growth in their English reading, significant effects were not detected on English reading outcomes. Our findings support the need to provide emerging bilingual learners with explicit and interactive biliterate reading instruction to promote biliterate reading development.
ABSTRACT Language planning and policy with regard to bilingual education are greatly influenced b... more ABSTRACT Language planning and policy with regard to bilingual education are greatly influenced by the ideologies outlined by Richard Ruiz. In this article, we demonstrate that Ruiz’s language-as-resource orientation requires that we use two-language assessments to study how program models are both developing and conserving the languages that students bring to school. We demonstrate through a study of students’ writing how scholars might use such assessments to privilege bilingualism and present a more complete understanding of students’ biliteracy development that counters the use of bilingualism in service to the hegemony of English, even when the same study includes a comparison of English outcomes of students in paired literacy as compared to students in English-only models. Findings reveal that students in paired literacy are becoming comparably literate in the domain of writing in Spanish and English as measured by a Biliteracy Writing Rubric. Furthermore, when their English language outcomes are compared to those of their peers in English-only contexts, the differences are found to be statistically insignificant.
Recent analyses of wide-scale writing assessment outcomes indicate that English writing achieveme... more Recent analyses of wide-scale writing assessment outcomes indicate that English writing achievement for fourth and fifth grade emerging bilingual learners continues to be an area of great concern. Utilizing the theory of holistic bilingualism and a mixed methods design, this study examines the writing skills of 44 emerging bilingual fourth and fifth graders. The purpose of this paper was to compare and correlate various writing outcomes as measured by the state's high stakes writing assessment, English language proficiency writing assessment, and an informal biliterate writing rubric. Results indicate that the majority of students are not acquiring proficiency in English writing as measured by English-only assessments. When students' Spanish and English outcomes are considered holistically, students' outcomes in Spanish surpassed English for the majority. Findings indicate the potential for a writing assessment protocol that is intentionally biliterate and that displays Spanish and English, together as a part of the assessment process.
ABSTRACT The purpose of this single-subject longitudinal study was to examine the Spanish and Eng... more ABSTRACT The purpose of this single-subject longitudinal study was to examine the Spanish and English biliterate development of U.S. Latino Spanish/English speaking students, who we call emerging bilingual students, as they participated in an innovative biliteracy instructional program titled Literacy Squared®. Findings indicate that across the three years of the study, participating students made gains in Spanish and English reading and writing. This study provides support for Literacy Squared as an innovative biliterate program. Further, the study provides evidence for the need to consider alternative methods to document Latino Spanish/English students’ biliteracy development such as through the use of biliterate trajectories.
This longitudinal study examined whether the implementation of a Spanish-English paired literacy ... more This longitudinal study examined whether the implementation of a Spanish-English paired literacy approach provides an academic advantage to emerging bilingual students over a sequential literacy approach. The study employed a quasi-experimental design. It compared the biliteracy outcomes of third-grade emerging bilingual learners participating in paired literacy instruction from Grades K-3 ( n = 167) to those of students from the same schools who received sequential literacy instruction in K-2 and started to participate in the paired literacy model in third grade ( n = 191). Students’ writing and reading were assessed in both languages using informal measures; third-grade reading scores on a high-stakes state assessment were also examined. Independent-samples t tests were conducted to compare means on the four measures (Spanish and English writing and reading), and Cohen’s d was calculated to generate effect sizes for each assessment in each language. Frequencies were run to determi...
ABSTRACT This longitudinal study examines the biliteracy results of Spanish-English emerging bili... more ABSTRACT This longitudinal study examines the biliteracy results of Spanish-English emerging bilingual students who participated in a K–5 paired literacy model in a large school district in Oregon. Spanish and English reading and writing data show longitudinal gains in students’ biliterate development, demonstrating the potential of the model in developing students’ biliterate trajectories. In addition, participating students outperformed their peers on the state-mandated assessment. Findings have implications for instruction and support the research that providing students with paired literacy instruction allows students to develop on a biliterate trajectory without hindering their literacy development in either language.
Biliteracy is a greater and more complex form of literacy than monoliteracy. This paper provides ... more Biliteracy is a greater and more complex form of literacy than monoliteracy. This paper provides a brief review of the research in the area of biliteracy in immersion contexts, and culminates by setting a research agenda for the coming decade. Three critical areas for research are identified: (1) creating a comprehensive theoretical framework for biliteracy development, (2) identifying and clarifying trajectories to biliteracy, and (3) developing better pedagogical practices to accelerate biliterate competencies and improve qualities of instruction.
Written by Antonella Sorace and Bob Ladd research found were generally economic disadvantages, li... more Written by Antonella Sorace and Bob Ladd research found were generally economic disadvantages, linked to the hardships of immigrants' lives. Bilingual development sometimes results in slightly slower language development than for some monolingual children. Our older child was still saying things like Where you are? instead of Where are you? in English at four and a half. This is a normal developmental stage for monolingual English children, but they usually figure out that they have to say Where are you? by the time they're three or four. Our older child just took a little longer.
In this article the authors propose that biliteracy is a more challenging and rigorous form of li... more In this article the authors propose that biliteracy is a more challenging and rigorous form of literacy than the English-only orientation of the Common Core State Standards (NGACBP & CCSSO, 2010). Because learning to read and write in two languages differs from learning to read and write in one, we argue that biliteracy requires its own pedagogies, methodologies, and assessment systems. Data derived from the reported study support a trajectory toward bilingualism informed by a framework that capitalizes on theories of integrated and holistic biliteracy in order to re-conceptualize the ways educators can interpret biliteracy assessments of emerging bilingual learners in Spanish and English.
In this qualitative linguistic ethnography, we combine a multilingual perspective on translanguag... more In this qualitative linguistic ethnography, we combine a multilingual perspective on translanguaging with humanizing pedagogies to examine how and for what purposes a second-grade teacher and her students used Spanish and English in support of language development during a literacy-based English Language Development block within a paired literacy bilingual education model. Data analyses included deductive and inductive coding of multilingual exchanges, specifically drawing upon Baker's 13 overlapping purposes for codeswitching. Findings reveal that the teacher and students employed seven of Baker's purposes, while also exhibiting three additional purposes: (1) Respect and Terms of Endearment, (2) Excitement, and (3) Intentional Pedagogical Use to Expand Metalinguistic Awareness. Our discussion includes pedagogical implications for biliteracy instruction. The spontaneous use of two languages within a single utterance or across a series of utterances is a natural phenomenon in bilingual communities (MacSwan, 2017). Research confirms that the flexible pivoting from one language to another is systematic and rule governed, employed to serve specific functions, and indicative of language proficiency for multilingual speakers (Meisel, 2004; Myers-Scotton, 2002). Critics, however, claim that the simultaneous use of two languages signals linguistic interference or evidence of insufficient development of a person's full linguistic repertoire (Baker, 2006). Often these criticisms derive from a political and colonial past in which nationalism and patriotism are linked to the use of language (Mazak, 2017). Socially constructed language hierarchies emanate from unequal power conditions and unwarranted societal preferences rather than any empirically provable linguistic superiority (Shin, 2017). The perceived prestige and symbolic power of certain language varieties results in a form of linguistic imperialism that privileges some languages at the expense, and possible peril, of others (Phillipson, 2009). These diglossic conditions, in which languages are imbued with power and prestige differentially, often lead to what some have termed a "monolingual bias" (Escobar & Dillard-Paltrineri, 2015). The monolingual bias suggests that bilingual learners must behave like two monolinguals in one person and that their competencies should be compared to those of an "idealized native speaker" who is presumed to be superior by birthright (Escobar & Dillard-Paltrineri, 2015, p. 302). When a bilingual speaker is unable to perform like the mythical native speaker in each language, there is a bias toward the acquisition of the language perceived to have more status, often at the expense of the other language. These ideologies can lead to instructional environments that limit teaching and learning to only one language at a time, often privileging English.
ABSTRACT This quasi-experimental study tested the efficacy of a research based biliterate reading... more ABSTRACT This quasi-experimental study tested the efficacy of a research based biliterate reading strategy, Lotta Lara, that is part of a larger paired literacy instructional program. Its purpose was to investigate whether the biliterate reading strategy, which focuses on reading fluency, comprehension, and oracy through whole group instruction, impacted first grade emerging bilingual learners’ biliterate reading development. We utilized an Ordinary Least Squares regression model to compare students’ biliterate reading outcomes in the treatment group (n = 23) to those of the control group (n = 21). Despite the small sample size, positive and statistically significant effects were found on students’ Spanish reading outcomes. While students made growth in their English reading, significant effects were not detected on English reading outcomes. Our findings support the need to provide emerging bilingual learners with explicit and interactive biliterate reading instruction to promote biliterate reading development.
ABSTRACT Language planning and policy with regard to bilingual education are greatly influenced b... more ABSTRACT Language planning and policy with regard to bilingual education are greatly influenced by the ideologies outlined by Richard Ruiz. In this article, we demonstrate that Ruiz’s language-as-resource orientation requires that we use two-language assessments to study how program models are both developing and conserving the languages that students bring to school. We demonstrate through a study of students’ writing how scholars might use such assessments to privilege bilingualism and present a more complete understanding of students’ biliteracy development that counters the use of bilingualism in service to the hegemony of English, even when the same study includes a comparison of English outcomes of students in paired literacy as compared to students in English-only models. Findings reveal that students in paired literacy are becoming comparably literate in the domain of writing in Spanish and English as measured by a Biliteracy Writing Rubric. Furthermore, when their English language outcomes are compared to those of their peers in English-only contexts, the differences are found to be statistically insignificant.
Recent analyses of wide-scale writing assessment outcomes indicate that English writing achieveme... more Recent analyses of wide-scale writing assessment outcomes indicate that English writing achievement for fourth and fifth grade emerging bilingual learners continues to be an area of great concern. Utilizing the theory of holistic bilingualism and a mixed methods design, this study examines the writing skills of 44 emerging bilingual fourth and fifth graders. The purpose of this paper was to compare and correlate various writing outcomes as measured by the state's high stakes writing assessment, English language proficiency writing assessment, and an informal biliterate writing rubric. Results indicate that the majority of students are not acquiring proficiency in English writing as measured by English-only assessments. When students' Spanish and English outcomes are considered holistically, students' outcomes in Spanish surpassed English for the majority. Findings indicate the potential for a writing assessment protocol that is intentionally biliterate and that displays Spanish and English, together as a part of the assessment process.
ABSTRACT The purpose of this single-subject longitudinal study was to examine the Spanish and Eng... more ABSTRACT The purpose of this single-subject longitudinal study was to examine the Spanish and English biliterate development of U.S. Latino Spanish/English speaking students, who we call emerging bilingual students, as they participated in an innovative biliteracy instructional program titled Literacy Squared®. Findings indicate that across the three years of the study, participating students made gains in Spanish and English reading and writing. This study provides support for Literacy Squared as an innovative biliterate program. Further, the study provides evidence for the need to consider alternative methods to document Latino Spanish/English students’ biliteracy development such as through the use of biliterate trajectories.
This longitudinal study examined whether the implementation of a Spanish-English paired literacy ... more This longitudinal study examined whether the implementation of a Spanish-English paired literacy approach provides an academic advantage to emerging bilingual students over a sequential literacy approach. The study employed a quasi-experimental design. It compared the biliteracy outcomes of third-grade emerging bilingual learners participating in paired literacy instruction from Grades K-3 ( n = 167) to those of students from the same schools who received sequential literacy instruction in K-2 and started to participate in the paired literacy model in third grade ( n = 191). Students’ writing and reading were assessed in both languages using informal measures; third-grade reading scores on a high-stakes state assessment were also examined. Independent-samples t tests were conducted to compare means on the four measures (Spanish and English writing and reading), and Cohen’s d was calculated to generate effect sizes for each assessment in each language. Frequencies were run to determi...
ABSTRACT This longitudinal study examines the biliteracy results of Spanish-English emerging bili... more ABSTRACT This longitudinal study examines the biliteracy results of Spanish-English emerging bilingual students who participated in a K–5 paired literacy model in a large school district in Oregon. Spanish and English reading and writing data show longitudinal gains in students’ biliterate development, demonstrating the potential of the model in developing students’ biliterate trajectories. In addition, participating students outperformed their peers on the state-mandated assessment. Findings have implications for instruction and support the research that providing students with paired literacy instruction allows students to develop on a biliterate trajectory without hindering their literacy development in either language.
Biliteracy is a greater and more complex form of literacy than monoliteracy. This paper provides ... more Biliteracy is a greater and more complex form of literacy than monoliteracy. This paper provides a brief review of the research in the area of biliteracy in immersion contexts, and culminates by setting a research agenda for the coming decade. Three critical areas for research are identified: (1) creating a comprehensive theoretical framework for biliteracy development, (2) identifying and clarifying trajectories to biliteracy, and (3) developing better pedagogical practices to accelerate biliterate competencies and improve qualities of instruction.
Written by Antonella Sorace and Bob Ladd research found were generally economic disadvantages, li... more Written by Antonella Sorace and Bob Ladd research found were generally economic disadvantages, linked to the hardships of immigrants' lives. Bilingual development sometimes results in slightly slower language development than for some monolingual children. Our older child was still saying things like Where you are? instead of Where are you? in English at four and a half. This is a normal developmental stage for monolingual English children, but they usually figure out that they have to say Where are you? by the time they're three or four. Our older child just took a little longer.
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