Privileging Bilingualism: Using Biliterate Writing Outcomes to Understand Emerging Bilingual Learners' Literacy Achievement

Autor/inn/en	Hopewell, Susan; Butvilofsky, Sandra
Titel	Privileging Bilingualism: Using Biliterate Writing Outcomes to Understand Emerging Bilingual Learners' Literacy Achievement
Quelle	In: Bilingual Research Journal, 39 (2016) 3-4, S.324-338 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2016.1232668
Schlagwörter	Language Planning; Educational Policy; Bilingual Education; Literacy; English (Second Language); Second Language Learning; Statistical Analysis; Models; Teaching Methods; Native Language; Bilingualism; Outcomes of Education; Spanish; Writing Evaluation; Scoring Rubrics; Mainstreaming; Elementary School Students; Quasiexperimental Design; Literacy Education; Language Tests + Suchen Sie Ihr Suchwort? Sprachwechsel; Politics of education; Bildungspolitik; Bilingual teaching; Bilingualer Unterricht; Alphabetisierung; Schreib- und Lesefähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Statistische Analyse; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingualismus; Lernleistung; Schulerfolg; Spanisch; Scoring formulas; Auswertungsbogen; Language test; Sprachtest
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01