The Role of Bilingualism in Improving Literacy Achievement. Literacy Leadership Brief

Autor/inn/en	Collier, Virginia P.; Thomas, Wayne P.
Institution	International Literacy Association (ILA)
Titel	The Role of Bilingualism in Improving Literacy Achievement. Literacy Leadership Brief
Quelle	(2019), (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingualism; Bilingual Education; English Language Learners; Native Speakers; Hispanic American Students; African American Students; Special Needs Students; At Risk Students; Immigrants; Poverty; Second Language Learning; Language Proficiency; High Achievement; Low Income Students; Black Dialects; Standard Spoken Usage; Spanish; Students with Disabilities; Minority Group Students; Administrator Role; Teacher Role; Teaching Methods; Peer Teaching; Program Effectiveness; Cognitive Development; Elementary Secondary Education; High School Graduates; Graduation Rate + Suchen Sie Ihr Suchwort? Bilingualismus; Bilingual teaching; Bilingualer Unterricht; Muttersprachler; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Sonderpädagogischer Förderbedarf; Immigrant; Immigrantin; Immigranten; Armut; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Gesprochene Sprache; Umgangssprache; Spanisch; Disability; Disabilities; Behinderung; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Peer group teaching; Peer Group Teaching; Kognitive Entwicklung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin
Abstract	Educators in the United States have worked for decades to create school environments where exciting learning takes place, with students deeply engaged as they expand their ways to explore new knowledge. Although some schools provide cutting-edge opportunities for middle-class students, the challenges continue for underserved students who start school hopeful but leave disappointed. African American and Latino students are the largest underserved groups in U.S. schools. But a data-driven movement no one could have predicted a few decades ago shows promise: Bilingualism is becoming popular after a century of English monolingualism encouraged throughout the U.S. in the 1900s and fueled by the English-only movement of the 1980s and 1990s. The world is changing increasingly as the internet connects everyone and global markets expand in creativity and innovations. Families who are native English speakers are viewing this expansion of opportunities for their children and demanding earlier development of languages other than English in school. At the state level, governors and state boards of education have begun to see the importance of state-sponsored initiatives in dual language schooling for the long-term benefits to their state economies. Dual language schooling for both native English speakers and English learners has grown in popularity as more state governments, school districts, school leaders, and families have become aware of the benefits for everyone involved. This brief examines dual language programs for Latino English learners, Latinos proficient in English, African American students, and students with special needs. It concludes by discussing classroom and administrative innovations associated with dual language programs and two powerful outcomes of dual language classes, namely: (1) higher cognitive development as measured by school tests; and (2) higher engagement with learning. (ERIC).
Anmerkungen	International Literacy Association. 258 Chapman Road Suite 203, Neward, DE 19702. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: https://www.literacyworldwide.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01