Cooperative Bi-Literacy: Parents, Students, and Teachers Read to Transform

Autor/in	Rodriguez-Valls, Fernando
Titel	Cooperative Bi-Literacy: Parents, Students, and Teachers Read to Transform
Quelle	In: English Teaching: Practice and Critique, 8 (2009) 2, S.114-136 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
Schlagwörter	Monolingualism; Literacy; Teaching Methods; Spanish; Program Descriptions; Parent School Relationship; Reading Programs; Grade 4; Urban Schools; Official Languages; Language of Instruction; Classroom Communication; Classroom Environment; Sociolinguistics; Hispanic American Students; Educational Policy; Second Language Learning; English (Second Language); Cultural Pluralism; Instructional Effectiveness; Parent Participation; California + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Spanisch; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; School year 04; 4. Schuljahr; Schuljahr 04; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Office language; Amtssprache; Teaching language; Unterrichtssprache; Klassengespräch; Klassenklima; Unterrichtsklima; Soziolinguistik; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Politics of education; Bildungspolitik; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Kulturpluralismus; Unterrichtserfolg; Elternmitwirkung; Kalifornien
Abstract	Thousands of students in California learn English as a second language in schools that utilize exclusively monolingual--English Only--literacy programs. With such programs students do not have the opportunity to use the knowledge of their first language in order to acquire and master their second language. The project of cooperative bi-literacy described in this article was created to explicitly construct linguistic and cultural bridges between the language spoken at the community--in this case Spanish--and the language of school, English. Through one school year, 2005-06, twenty-nine, fourth-grade students, their parents and two teachers read, deconstructed and analysed bilingual books to supplement the monolingual programs mandated by the school district. The outcomes of this project suggest that when teachers have the power to develop activities that analyse the connections between languages, students increase their academic performance and parents engage actively on the learning process of their children. Most importantly, the participants learn within a context that promotes cultural and linguistic coexistence. (Contains 3 figures, 2 tables and 8 footnotes.) (As Provided).
Anmerkungen	Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10