A Window into Bilingual Reading: The Bilingual Reading Practices of Fourth-Grade, Mexican American Children Who Are Emergent Bilinguals

Autor/inn/en	García, Georgia Earnest; Godina, Heriberto
Titel	A Window into Bilingual Reading: The Bilingual Reading Practices of Fourth-Grade, Mexican American Children Who Are Emergent Bilinguals
Quelle	In: Journal of Literacy Research, 49 (2017) 2, S.273-301 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X17703727
Schlagwörter	Bilingualism; Mexican Americans; Code Switching (Language); Translation; Comparative Analysis; Language Usage; Transfer of Training; Oral Language; Language Proficiency; Language Tests; Scores; Qualitative Research; Expository Writing; Reading Materials; Protocol Analysis; Spanish; English (Second Language); Second Language Learning; Profiles; Reading Comprehension; Grade 4; Elementary School Students; Reading Instruction; Interviews + Suchen Sie Ihr Suchwort? Bilingualismus; Hispanoamerikaner; Sprachgebrauch; Training; Transfer; Ausbildung; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Qualitative Forschung; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Charakterisierung; Profilanalyse; Leseverstehen; School year 04; 4. Schuljahr; Schuljahr 04; Leseunterricht; Interviewing; Interviewtechnik
Abstract	A qualitative think-aloud study, informed by social literacies and holistic bilingual perspectives, was conducted to examine how six emergent bilingual, Mexican American, fourth graders approached, interacted with, and comprehended narrative and expository texts in Spanish and English. The children had strong Spanish reading test scores, but differed in their English reading and oral proficiency test scores. All but one of them varied their cognitive and bilingual strategy use according to the demands and genre of the text and their oral English proficiency. The most frequent bilingual strategies demonstrated were translating and code-mixing. Only two children used cognates. The children often employed one language to explain their reading in the other language. They displayed a wider range of strategies across two languages compared with a single language, supporting the use of a holistic bilingual perspective to assess their reading rather than a parallel monolingual perspective. Their reading profiles in the two languages were similar, suggesting cross-linguistic transfer, although the think-aloud procedures could not determine strategy transference. The findings supported a translanguaging interpretation of their bilingual reading practices. Future research on how emergent bilingual children of different ages develop translanguaging and use it to comprehend texts was recommended. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01