A Six Year Trajectory toward Better Biliteracy: Results of a Paired Literacy Program for Emerging Bilingual Students

Autor/inn/en	Sparrow, Wendy; Schepers, Ofelia Castro; Escamilla, Kathy
Titel	A Six Year Trajectory toward Better Biliteracy: Results of a Paired Literacy Program for Emerging Bilingual Students
Quelle	In: NABE Journal of Research and Practice, 11 (2021) 3-4, S.53-70 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sparrow, Wendy) ORCID (Schepers, Ofelia Castro) ORCID (Escamilla, Kathy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2639-0043
DOI	10.1080/26390043.2021.1977593
Schlagwörter	Literacy; Bilingualism; Longitudinal Studies; Literacy Education; Spanish; Second Language Learning; Second Language Instruction; English (Second Language); Language Proficiency; Time Management; Models; Correlation; Hispanic American Students; Kindergarten; Grade 5; Elementary School Students; Bilingual Education Programs; Native Language; Transfer of Training; Program Effectiveness; Reading Achievement; Language Tests; Oregon; Colorado; Texas + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Bilingualismus; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Zeitmanagement; Analogiemodell; Korrelation; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; School year 05; 5. Schuljahr; Schuljahr 05; Training; Transfer; Ausbildung; Leseleistung; Language test; Sprachtest
Abstract	This paper is the first to examine the longitudinal results of six years of implementation of Literacy Squared, a biliteracy model for Spanish/English speaking emerging bilingual students. This model includes paired literacy instruction with grade-specific time allocations for Spanish literacy and literacy-based ELD. Furthermore, cross-language connections are a vital component. This study uses descriptive statistics and correlations to analyze Spanish and English reading and English language proficiency data on a cohort of 58 emerging bilingual Latino students in four schools as they moved from kindergarten through fifth grade. Data show gains in students' biliterate development. Findings have implications for bilingual instructional programs and support the research that providing students with literacy instruction in two languages allows students to develop their literacy skills simultaneously. In doing so, their literacy development is not hindered in either language, and they have the opportunity to obtain advanced levels of English proficiency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01