An Interdisciplinary Biliteracy Sequence: Aligning Daily Instruction with the Way Young Bilingual Children Learn

Autor/inn/en	Arreguín, María G.; Alanís, Iliana; Salinas-González, Irasema
Titel	An Interdisciplinary Biliteracy Sequence: Aligning Daily Instruction with the Way Young Bilingual Children Learn
Quelle	In: Childhood Education, 99 (2023) 4, S.40-47 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2023.2232280
Schlagwörter	Literacy; Literacy Education; Second Language Learning; Second Language Instruction; Native Language; Student Diversity; Reading Instruction; Interdisciplinary Approach; Teaching Methods; Oral Language; Singing; Intention; Language Usage; Play; Language Acquisition; Course Content; Bilingual Education; Elementary School Students; Educational Benefits; Scheduling; Spanish; English (Second Language); Vocabulary Development + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Zweitsprachenerwerb; Fremdsprachenunterricht; Leseunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Oral interpretation; Mündlicher Sprachgebrauch; Gesang; Sprachgebrauch; Spiel; Sprachaneignung; Spracherwerb; Kursprogramm; Bilingual teaching; Bilingualer Unterricht; Bildungsertrag; Disposition; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Wortschatzarbeit
Abstract	Researchers agree that attention to bilingualism and biliteracy can and should be a goal in all educational settings where young dual language learners are present. The challenge, however, is how to promote biliteracy development while remaining congruent with principles of developmental direction, specifically the idea that children's understandings and skills proceed from concrete to abstract, and from familiar to unfamiliar. This article proposes that bilingualism and biliteracy are achievable goals at an early age in culturally and linguistically diverse settings when educators purposely follow an interdisciplinary sequence of instruction that capitalizes on young children's inclination to play, use their senses, and actively make sense of the world. The Interdisciplinary Biliteracy Sequence consists of three components that include: (1) a direct experience (Phase 1), followed by an opportunity to write about the experience (Phase 2), and concluding with varied reading activities closely related to the initial experience (Phase 3). In all phases, listening and speaking (oracy) activities are present in the form of conversations, songs, formal and informal talk, and intentional language production as children play and acquire language and content. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01