Toward Biliteracy: Unpacking the Contribution of Mid-Adolescent Dual Language Learners' Spanish and English Academic Language Skills to English Reading Comprehension

Autor/inn/en	Aguilar, Gladys; Uccelli, Paola; Galloway, Emily Phillips
Titel	Toward Biliteracy: Unpacking the Contribution of Mid-Adolescent Dual Language Learners' Spanish and English Academic Language Skills to English Reading Comprehension
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 54 (2020) 4, S.1010-1036 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aguilar, Gladys)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.570
Schlagwörter	Literacy; Bilingualism; Spanish; English (Second Language); Second Language Learning; Reading Comprehension; Academic Language; Reading Fluency; Correlation; Case Studies; Elementary School Students; Grade 4; Grade 5; Grade 6; Predictor Variables; Language Proficiency; Transfer of Training; Language Skills; Teaching Methods; Bilingual Education; Native Language + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Bilingualismus; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Leseverstehen; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Korrelation; Case study; Fallstudie; Case Study; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Prädiktor; Language skill; Language skills; Sprachkompetenz; Training; Transfer; Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingual teaching; Bilingualer Unterricht
Abstract	Academic language skills support mid-adolescents' comprehension of the language of school texts. To date, scarce research has explored associations between dual academic language skills and reading comprehension among mid-adolescent dual language immersion (DLI) students. This study examined individual differences in Spanish and English academic language skills and their contribution to English reading comprehension in a cross-sectional sample of DLI students in Grades 4-6 (N = 101). Taking advantage of a recently proposed construct, the core academic language skills (CALS), and the CALS instruments available in Spanish and English, dual academic language skills were examined as predictors of English reading comprehension. Results revealed that Spanish and English CALS were both significant predictors of English reading comprehension even after accounting for students' sociodemographic background, English proficiency designation, and English word reading fluency. Findings underscore the cross-linguistic contribution of Spanish academic language skills to English reading comprehension and highlight the importance of promoting these skills in both languages to support mid-adolescent DLI students' biliteracy development. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01