Teaching Transleyendo

Autor/inn/en	Zoeller, Emily; Briceño, Allison
Titel	Teaching Transleyendo
Quelle	In: Texas Journal of Literacy Education, 9 (2021) 1, S.45-64 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2374-7404
Schlagwörter	Reading Instruction; Teaching Methods; Bilingual Education; Holistic Approach; Bilingual Students; Reading Strategies; Action Research; Spanish; English; Prompting; Outcomes of Education; Elementary School Students; Urban Schools + Suchen Sie Ihr Suchwort? Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingual teaching; Bilingualer Unterricht; Holistischer Ansatz; Reading strategy; Leselernstufe; Lesetechnik; Projektforschung; Spanisch; English language; Englisch; Benutzerführung; Lernleistung; Schulerfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Although a multilingual, translanguaging approach to teaching reading has been found to have a positive impact on literacy development of Dual Language Learners, bilingual programs continue to fail students by delivering literacy instruction in separate linguistic times and spaces. In this article, we propose an approach we call Transleyendo, based on a holistic biliteracy lens, that values and builds on students' home language and literacy assets. Using examples from our work with students, we illustrate how teachers can use an observation framework and a prompting model to leverage reading behaviors across languages. We contend that bilingual teachers must overcome limitations of monolingual literacy frameworks and provide intentionally designed holistic biliteracy instruction that encourages students to use their full literacy and linguistic repertoire. (As Provided).
Anmerkungen	Texas Journal of Literacy Education. Texas Woman's University Department of Reading, MCL 9th Floor, PO Box 425769, Denton, TX 76204. Web site: http://www.talejournal.com/index.php/TJLE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01