Examining the Longitudinal Biliterate Trajectory of Emerging Bilingual Learners in a Paired Literacy Instructional Model

Autor/inn/en	Sparrow, Wendy; Butvilofsky, Sandra; Escamilla, Kathy; Hopewell, Susan; Tolento, Teresa
Titel	Examining the Longitudinal Biliterate Trajectory of Emerging Bilingual Learners in a Paired Literacy Instructional Model
Quelle	In: Bilingual Research Journal, 37 (2014) 1, S.24-42 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2014.893271
Schlagwörter	Longitudinal Studies; Bilingualism; School Districts; English (Second Language); Second Language Learning; Spanish; Literacy; Native Language; Language Acquisition; Elementary School Students; Achievement Gains; Literacy Education; Instructional Effectiveness; Teaching Methods; Cooperative Learning; Holistic Approach; Faculty Development; Student Evaluation; Scoring Rubrics; Writing Evaluation; State Standards; Scores; Correlation; Reading Writing Relationship; Outcomes of Education; Language Tests; Oregon + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bilingualismus; School district; Schulbezirk; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Spanisch; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachaneignung; Spracherwerb; Achievement gain; Leistungssteigerung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Holistischer Ansatz; Schulnote; Studentische Bewertung; Scoring formulas; Auswertungsbogen; Korrelation; Lernleistung; Schulerfolg; Language test; Sprachtest
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10