Relevant bibliographies by topics / Biliteracy

Academic literature on the topic 'Biliteracy'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 March 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Biliteracy.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Biliteracy"

1

Hopewell, Susan, and Kathy Escamilla. "Biliteracy development in immersion contexts." Language Immersion Education 2, no. 2 (September 12, 2014): 181–95. http://dx.doi.org/10.1075/jicb.2.2.02hop.

Full text
Abstract:
Biliteracy is a greater and more complex form of literacy than monoliteracy. This paper provides a brief review of the research in the area of biliteracy in immersion contexts, and culminates by setting a research agenda for the coming decade. Three critical areas for research are identified: (1) creating a comprehensive theoretical framework for biliteracy development, (2) identifying and clarifying trajectories to biliteracy, and (3) developing better pedagogical practices to accelerate biliterate competencies and improve qualities of instruction.
APA, Harvard, Vancouver, ISO, and other styles
2

Rauch, Dominique P., Johannes Naumann, and Nina Jude. "Metalinguistic awareness mediates effects of full biliteracy on third-language reading proficiency in Turkish–German bilinguals." International Journal of Bilingualism 16, no. 4 (December 20, 2011): 402–18. http://dx.doi.org/10.1177/1367006911425819.

Full text
Abstract:
Bilingualism has been reported to be positively associated with both metalinguistic awareness and third-language (L3) acquisition. In the present research, the assumptions were tested that literacy in both first (L1) and second (L2) language (full biliteracy) is needed for bilingualism to be positively associated with L3 reading proficiency, and that positive effects of full biliteracy on L3 reading proficiency are mediated through metalinguistic awareness. L1, L2 and L3 reading proficiency and metalinguistic awareness were measured in 299 German and Turkish-German secondary school students. Overall, fully biliterate students outperformed monolingual and partially biliterate students in both L3 (Δ R2 = .07) and metalinguistic awareness (Δ R2 = .06). An effect of full biliteracy on L3 reading proficiency persisted when SES, gender, general cognitive ability and school track were controlled for. In addition, within the group of biliterate students, positive effects of the individual degree of biliteracy on L3 reading proficiency could be shown to be an indirect effect that was mediated through metalinguistic awareness.
APA, Harvard, Vancouver, ISO, and other styles
3

Huang, Gary Gang. "Self-reported biliteracy and self-esteem: A study of Mexican American 8th graders." Applied Psycholinguistics 16, no. 3 (July 1995): 271–91. http://dx.doi.org/10.1017/s014271640000730x.

Full text
Abstract:
ABSTRACTThe concept of proficient bilingualism or biliteracy (proficiency in reading and writing in both Spanish and English) has.been used in research on linguistic and academic processes among Mexican American children, but rarely has it been used to examine noncognitive outcomes in this population. Biliteracy – a quality that strengthens cultural identity and facilitates adaptation to the mainstream society – hypothetically contributes to the growth of self-esteem among Mexican Americans. Biliteracy is arguably more relevant to the development of self-concept among Mexican American children than Spanish proficiency or a general notion of bilingualism. Drawing on data from the 1988 National Education Longitudinal Survey (NELS 88), this article compares self-deprecation, self-confidence, and fatalistic belief among Mexican American 8th graders who reported themselves as biliterate, English monoliterate, Spanish monoliterate, or oral bilingual. Controlling for the effects of sociodemographic background and school experience, ordinary least-square regression analysis generated supportive results. Mexican American children who identified themselves as biliterate had higher self-confidence than other groups (English or Spanish monoliterates and oral bilinguals). Logistic regression analysis found a strong interaction effect between self-identity and birthplace (United States or foreign) and parents' education. Among students born in the United States, parents' education was negatively related to biliterate identity. In contrast, parents' education was positively associated with biliterate identity among those who were foreign-born.
APA, Harvard, Vancouver, ISO, and other styles
4

Durán, Leah. "Understanding young children’s everyday biliteracy: “Spontaneous” and “scientific” influences on learning." Journal of Early Childhood Literacy 18, no. 1 (November 29, 2017): 71–96. http://dx.doi.org/10.1177/1468798417740617.

Full text
Abstract:
This research describes the biliteracy learning of young bilingual children in an English as a Second Language classroom. In particular, it explores factors influencing their biliteracy in a context that provided systematic and formalized instruction only in English. Using a holistic perspective on bilingualism and sociocultural theories of learning, this study analyzes children’s writing and writing-related talk. In particular, this study draws on Vygotsky’s notion of “scientific” and “spontaneous” learning. The findings suggest that children used concepts that they had been systematically taught and applied them to new circumstances, that they drew on support from their families outside school, and that their interactions with each other supported their biliterate development.
APA, Harvard, Vancouver, ISO, and other styles
5

Jafar, Muhammad Basri. "MAINSTREAM TEACHERS’ ATTITUDE AND APPROACHES TO SUPPORT CHILDREN’S BILITERACY DEVELOPMENT IN AUSTRALIAN CLASSROOM CONTEXT." TEFLIN Journal - A publication on the teaching and learning of English 21, no. 2 (August 29, 2015): 153. http://dx.doi.org/10.15639/teflinjournal.v21i2/153-171.

Full text
Abstract:
This article examines the role ofmainstream teachers in supporting children’s biliteracy development and bilingualism in a public primary school where English is the medium of instruction. Itreports a research conducted in a public primary school in Australia. The researchemploys a longitudinal ethnographic approach to collect data on how the teachers perceive biliteracy and the extent to which the approaches they adopt impact on their biliteracy and bilingualism development. The research result demonstrates that the more supportive the teachers for biliteracy development and bilingualism are, the more constructivist their teaching approach is and the more varied the activities they encouraged in their classrooms to create opportunities for biliteracy and bilingualism engagement and learning are.
APA, Harvard, Vancouver, ISO, and other styles
6

Hornberger, Nancy H. "Continua of Biliteracy." Review of Educational Research 59, no. 3 (September 1989): 271–96. http://dx.doi.org/10.3102/00346543059003271.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ng, Elaine. "Formulation processes of monolingual, bilingual, and biliterate writers: Effects of biliteracy." Australian Journal of Applied Linguistics 3, no. 3 (December 23, 2020): 213–32. http://dx.doi.org/10.29140/ajal.v3n3.353.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Haneda, Mari, and Gumiko Monobe. "Bilingual and biliteracy practices." Journal of Asian Pacific Communication 19, no. 1 (March 6, 2009): 7–29. http://dx.doi.org/10.1075/japc.19.1.02han.

Full text
Abstract:
In this paper, we report the findings of our qualitative inquiry conducted with two male and two female sojourner students in their early teens living in the United States. Sojourner students, an under-researched population in literacy studies, refers to expatriate children who reside and study abroad for a number of years because of their parents’ jobs and who anticipate eventual return to their home country. Our participants were Japanese sojourner students. Drawing on multiple sources of data, including the students’ literacy logs that documented their reading and writing activities in Japanese and English, interview transcripts, and literacy artifacts, we investigated what kind of literacy practices they engaged in outside school and what developing bilingual and biliterate competences meant to them as individuals. Our findings indicate that (a) although the four students spent much time on academic literacy in Japanese and English outside school, they also had active literate lives of their own; and (b) gender affected not only how they perceived their competencies in the two languages but also how they allocated their time outside school to engage in literacy practices in each language. While there is little investigation of this student population from the perspective of gender, we suggest that it is an important issue to take into account in future research.
APA, Harvard, Vancouver, ISO, and other styles
9

Gentil, Guillaume. "Commitments to Academic Biliteracy." Written Communication 22, no. 4 (October 2005): 421–71. http://dx.doi.org/10.1177/0741088305280350.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kabuto, Bobbie. "Family Narratives of Biliteracy." Literacy 52, no. 3 (October 9, 2017): 137–44. http://dx.doi.org/10.1111/lit.12132.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Biliteracy"

1

Shibani, Fathia El. "Biliteracy and academic success: The experiences of selected Libyan students." University of the Western Cape, 2019. http://hdl.handle.net/11394/6953.

Full text
Abstract:
Magister Artium - MA
This study is an investigation into the biliteracy skills (in Arabic and English) employed by Libyan students at the University of the Western Cape to gain their academic success. Nowadays, international students form a significant number in every academic institution. The study attempts to show that there are literacy factors beyond basic editing of written tasks by biliterate students studying outside their country of origin that need to be acknowledged as contributing to their success in completing such tasks. Qualitative research methods - a questionnaire and interviews – were used in order to understand what strategies the participants rely on to first understand, then write their assignments, how they apply their biliteracy skills, and what biliterate resources they draw on in their writing in order to produce a successful assignment. Hornberger’s (1989) Biliteracy Model was adopted as a framework to map students’ responses. This study may serve as a response to the question posed by Hornberger and Link (2012:243): “How should educators engage with students’ linguistic and literacy diversity in order to facilitate successful school experiences and greater academic achievement for students from often minoritized backgrounds?” This study might also be one of a series of research studies exploring, as Creese and Blackledge (2010:113) recommend, “what ‘teachable’ pedagogic resources are available in flexible, concurrent approaches to learning and teaching languages bilingually”. The findings of the research show that the Libyan students in this study used particular strategies whenever they faced academic barriers, and to compensate for their limited competence in English and the academic discourse in the foreign context of UWC. The most significant of these strategies were the use of the first language as a bridge to the second, oral discussions preceding written assignments, drawing on prior knowledge, and moving from reading to writing. Moreover, the findings revealed some of the factors behind the students’ growing confidence in their writing and consequently, succeeding in writing their assignments. These were lecturers’ feedback, oral discussions with a writing coach or friends, and drawing on contextualized content.
APA, Harvard, Vancouver, ISO, and other styles
2

Fierro, Ana V. "Multimodal Biliteracy in the Arizona-Sonora Borderland." Thesis, The University of Arizona, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10811178.

Full text
Abstract:

This qualitative study explored multimodal biliteracy found in the Arizona-Sonora borderland, a region thriving with linguistic and cultural diversity despite having an English-only policy. According to Reyes (2012) biliteracy is to think, speak, read, and write in two or more languages, and there are various modes for reading and writing in the 21st century (Reyes, Acosta, Fierro, Fu, & Zapien, 2017). This dissertation focused on Spanish and English bilinguals. First, I present a literature review (Appendix A) informed by a sociocultural framework (Vygotsky, 1978) for understanding biliteracy as a social practice and valuing language as a resource (Ruiz, 1987). Funds of knowledge (González, Moll, Amanti, 2005; Moll, González, Amanti, & Neff, 1994) is an important component in framing this qualitative study and applying methods informing an inclusive pedagogy for bilinguals. Subsequently, I go over the photographs and multimodal composition presented in two case studies of Spanish and English bilinguals. The first case study (Appendix B) documents biliteracy in the household and local community of bilinguals through photography. It contributes to previous research by Reyes, DaSilva Iddings, and Feller (2016) and the two themes from their analysis: 1) Expanding definitions of language and literacy and 2) Deepening the understanding of funds of knowledge. The second case study (Appendix C) examines how bilinguals critically and creatively expressed their Spanish and English in a multimodal composition. Thinking critically about literacy meant reflecting on their everyday reading and writing practices as bilinguals, while being creative meant thinking about the various modes of reading and writing in two languages. This moves literacy beyond a monolingual and monomodal practice into one that cultivates diversity for equity in education for bilinguals. I seek an empowering pedagogy for bilinguals by valuing and making space for linguistic and cultural diversity in the classroom. Biliteracy is a valuable contribution to class and the learning process of students with more than one language. The primary purpose of this dissertation, like funds of knowledge, was to develop critical innovations in teaching (Moll, Amanti, Neff, & González, 1992) biliteracy for the 21st century. Findings from the photographs, multimodal compositions, written reflections, and retrospective interviews demonstrate how Spanish and English biliteracy is practiced in various modes (e.g. music, dancing, singing, traditional family recipes, and religious/spiritual altars) in the Arizona-Sonora borderland.

APA, Harvard, Vancouver, ISO, and other styles
3

DeLeon, Tanya M. "The New Ecology of Biliteracy in California| An Exploratory Study of the Early Implementation of the State Seal of Biliteracy." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3639305.

Full text
Abstract:

Nearly 25,000 graduating high school students across California have earned state recognition for achieving proficiency in multiple languages in 2014. This exploratory, mixed-methods study investigated the early implementation of the State Seal of Biliteracy (SSB) in California. Sixty-two district personnel were surveyed, three SSB directors were interviewed, and a document review was conducted. Overall, the study revealed four themes that influence the implementation of the SSB at the district level: Intentional Creation of an Ecology of Biliteracy, Developing Notions for Biliteracy Scripts and Assessment, Privileging Sequential Biliteracy Development—Scarcity of Biliteracy Pathways, and Individual and Collective Agency for Biliteracy. Hornberger's (2003) continua of biliteracy was used as a theoretical framework to analyze this study's findings.

APA, Harvard, Vancouver, ISO, and other styles
4

DeLeon, Tanya Margarita. "The New Ecology of Biliteracy in California: An Exploratory Study of the Early Implementation of the State Seal of Biliteracy." Digital Commons at Loyola Marymount University and Loyola Law School, 2016. https://digitalcommons.lmu.edu/etd/197.

Full text
Abstract:
Nearly 25,000 graduating high school students across California have earned state recognition for achieving proficiency in multiple languages in 2014. This exploratory, mixed-methods study investigated the early implementation of the State Seal of Biliteracy (SSB) in California. Sixty-two district personnel were surveyed, three SSB directors were interviewed, and a document review was conducted. Overall, the study revealed four themes that influence the implementation of the SSB at the district level: Intentional Creation of an Ecology of Biliteracy, Developing Notions for Biliteracy Scripts and Assessment, Privileging Sequential Biliteracy Development—Scarcity of Biliteracy Pathways, and Individual and Collective Agency for Biliteracy. Hornberger’s (2003) continua of biliteracy was used as a theoretical framework to analyze this study’s findings.
APA, Harvard, Vancouver, ISO, and other styles
5

Hancock, Andrew John. "Chinese children's experiences of biliteracy learning in Scotland." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5873.

Full text
Abstract:
This thesis explores the experiences of Chinese children acquiring literacy in both Chinese and English in Scotland. A three-dimensional research design is adopted in order to take into account the influential domains where children are exposed to literacy learning. First, it investigates the attitudes and approaches to literacy learning in fourteen Chinese homes, with evidence gathered from semi-structured interviews with parents. Second, observations of and conversations with children and Chinese teachers in a Chinese complementary school in the central belt of Scotland provide insights into the approaches to teaching and learning Chinese literacy. Third, miscue analysis of reading and thinking aloud protocols are conducted in mainstream schools with six Chinese boys, aged eight to nine years, in order to analyse in depth the reading strategies deployed by children in their attempts to gain meaning from both Chinese and English texts. The findings reveal that Chinese parents provide a rich learning environment where children consolidate and in some cases extend the literacy learning experiences gained in the complementary Chinese school. What also emerges from the research is that while the children in the study have a great deal of metalinguistic and metacognitive knowledge gained from learning diverse writing systems, this knowledge is not recognised within policy or practice in mainstream schools. Finally, Hornberger’s Continua of Biliteracy are used as a model both in order to analyse the mosaic of qualitative data generated during the research process and to provide a framework for a discussion of educational policy and practice in multilingual Scotland.
APA, Harvard, Vancouver, ISO, and other styles
6

Joo, Hyungmi. "Biliteracy development a multiple case study of Korean bilingual adolescents /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117652969.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Watanabe, Tetsuta 1962. "Biliteracy practices of Japanese-English bilingual children in Melbourne, Australia." Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/5592.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Malloy, Mary Ellen. "A view with a room : grounded middle school biliteracy theory /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487953567768827.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Cevallos, Tatiana Margarita. "Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1790.

Full text
Abstract:
Over the past 20 years, the United States has seen a rapid increase in school age students entering PK-12 schools for whom English is not their primary home language. These students are known as English learners (ELs). In Oregon, 77% of ELs speak Spanish and constitute the largest minority group, 21% of the total K-12 student enrollment in 2011-2012. With such potential for bilingualism in schools, bilingual teachers should be prepared to teach biliteracy effectively, especially in the early school years when students learn to read. There is an increasing demand for bilingual teachers in Oregon each year to teach in bilingual programs, particularly at the primary grade levels. However, for the most part, the emphasis of instruction and teacher preparation is on developing student English skills rather than supporting bilingualism (Flores, Sheets, & Clark, 2011; Macedo, Dendrinos, & Gounari, 2003; Wink, 2005). There is a need in Oregon to effectively prepare bilingual teachers who can help Spanish-speaking students develop biliteracy skills in the early grades. The purpose of this qualitative phenomenological study was to explore in depth the lived experiences among Oregon bilingual reading specialists in relation to biliteracy. The research question was "How do bilingual reading specialists understand the phenomena of teaching biliteracy to bilingual students?" Three themes emerged from the interviews conducted: collaboration, language and caring. The insights gained from the lived experiences of bilingual reading specialists can allow teacher educators, school district personnel, and state policy makers to better understand the phenomenon of developing biliteracy and change the way we prepare bilingual teachers in Oregon regarding biliteracy pedagogy. Recommendations are offered for stakeholders, such as the need to include courses in biliteracy as part of the initial teaching license, deliver courses in Spanish, and provide practicum experiences that prepare bilingual teachers and reading specialists to collaborate with colleagues and families. Also, it is important that some of the strategies identified at the state level as part of the English Learner Strategic Plan specifically focus on biliteracy and dual language programs.
APA, Harvard, Vancouver, ISO, and other styles
10

Gentil, Guillaume. "Academic biliteracy and identity construction : case studies of Francophone science writers." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82880.

Full text
Abstract:
This inquiry explores how eight young francophone scientists within anglophone and francophone postsecondary institutions in Montreal and Paris developed academic literacies in English and French, and constructed identities as members of national, linguistic, academic, and socio-cultural groups. I define literacy development as an individual's development of writing competencies and appropriation of language and social practices in and around written texts within specific socio-cultural, interactional, and discursive contexts. I adopt a socio-cultural, hermeneutic approach to literacy and identity to propose an integrated model of academic biliteracy development and identity construction inspired by Bakhtin, Halliday, Ricoeur, Taylor, and Vygotsky. To understand how the participants engaged in academic literacy practices and constructed identities in their academic writing, I conducted 50 hours of autobiographical and text-based interviews about their writing, life plans and experiences, and sense of self as writers and learners, over three years. I also paid visits to the participants' homes and workplaces, and collected documents such as legal texts, university statutes, and national census data so as to situate the participants' texts and experiences within their autobiographical, institutional, historical, and societal contexts. Through selected excerpts from interviews, documents, and writing samples, I argue that the participants' academic biliteracy development and identity construction was shaped by their individual evaluative responses to social forces. I suggest the shared individual and collective responsibilities of scientists, language specialists, academic gate keepers, universities, and governments for the advancement of academic literacies in more than one language. I draw implications of this inquiry for academic biliteracy, instruction and research in bilingual academic writing, and the theoretization of writers' identiti
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Biliteracy"

1

Hornberger, Nancy H., ed. Continua of Biliteracy. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596568.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

1961-, Spener David, Center for Applied Linguistics, and National Clearinghouse on Literacy Education., eds. Adult biliteracy in the United States. [Washington, D.C.]: Center for Applied Linguistics, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

M, Rivera Klaudia, and Huerta-Macías Ana, eds. Adult biliteracy: Sociocultural and programmatic responses. New York: Lawrence Erlbaum Associates, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Pessoa, Silvia. Undocumented Uruguayan immigrants: Biliteracy and educational experiences. El Paso: LFB Scholarly Pub., 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Pessoa, Silvia. Undocumented Uruguayan immigrants: Biliteracy and educational experiences. El Paso: LFB Scholarly Pub., 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Pessoa, Silvia. Undocumented Uruguayan immigrants: Biliteracy and educational experiences. El Paso: LFB Scholarly Pub., 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Undocumented Uruguayan immigrants: Biliteracy and educational experiences. El Paso: LFB Scholarly Pub., 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

E, Torres-Guzmán Maria, ed. Learning in two worlds: An integrated Spanish/English biliteracy approach. 3rd ed. Boston: Allyn and Bacon, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

E, Torres-Guzmán Maria, ed. Learning in two worlds: An integrated Spanish/English biliteracy approach. 2nd ed. White Plains, N.Y: Longman Publishers USA, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

E, Torres-Guzmán Maria, ed. Learning in two worlds: An integrated Spanish/English biliteracy approach. New York: Longman, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Biliteracy"

1

Bauer, Eurydice B., and Soria E. Colomer. "Biliteracy." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_113-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Bauer, Eurydice B., and Soria E. Colomer. "Biliteracy." In Encyclopedia of Educational Philosophy and Theory, 80–85. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_113.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Vaish, Viniti. "Biliteracy and Globalization." In Literacies and Language Education, 133–44. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02252-9_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Vaish, Viniti. "Biliteracy and Globalization." In Literacies and Language Education, 1–13. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02321-2_10-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hornberger, Nancy H. "Continua of biliteracy." In Studies in Written Language and Literacy, 237. Amsterdam: John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/swll.1.18hor.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Tedick, Diane J., and Roy Lyster. "Scaffolding biliteracy development." In Scaffolding Language Development in Immersion and Dual Language Classrooms, 236–58. New York, NY: Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429428319-14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Cummins, Jim. "Foreword." In Continua of Biliteracy, edited by Nancy H. Hornberger, vii—xi. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596568-001.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Hornberger, Nancy H. "Introduction." In Continua of Biliteracy, edited by Nancy H. Hornberger, xii—xxiii. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596568-002.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hornberger, Nancy H. "Acknowledgments." In Continua of Biliteracy, edited by Nancy H. Hornberger, xxiv. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596568-003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Baker, Colin. "3. Biliteracy and Transliteracy in Wales: Language Planning and the Welsh National Curriculum." In Continua of Biliteracy, edited by Nancy H. Hornberger, 71–90. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596568-007.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Biliteracy"

1

Montemayor, Aurelio. "Family Leadership and Biliteracy: Using Freire's Philosophy." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1571427.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Villegas, Joaquin, and Carlos R. Calderon-Diaz. "DUAL LANGUAGE AND TRANSLANGUAGING: PRACTICES PROMOTING STUDENT BILITERACY." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1770.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Barton, Reka. "Toward Equitable Educational Opportunities: The Global Seal of Biliteracy." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1894094.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Lucas, Melissa. "Parent-Teacher Communication About Bilingualism and Biliteracy During Home Visiting." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1683592.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Dillon, Anna. "Cross-Cultural Co-Teaching for Emergent Arabic-English Biliteracy in Kindergarten." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1439097.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Degollado, Enrique. "Stories From a South Texas Escuelita: Genealogies of Biliteracy in Nepantla." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1576692.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Nieto, David. "Understanding the Seal of Biliteracy: Challenges and Opportunities in the Implementation." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1586897.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Villegas, Joaquin. "DUAL LANGUAGE INSTRUCTION THROUGH TRANSLANGUAGING: SUPPORTING STUDENTS BILITERACY ACROSS GRADE LEVELS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0138.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Patarapichayatham, Chalie. "Spanish and English Biliteracy: A Linear Growth Model for Two Parallel Processes." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1582036.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Villegas, Joaquin, and Maria Josefina Vargas. "THE SEAL OF BILITERACY: BRINGING LANGUAGES ACROSS CULTURAL BOUNDARIES- AN ILLINOIS SHOWCASE." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0322.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Biliteracy"

1

Cevallos, Tatiana. Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1789.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Diaz-Philipp, Alma. Simultaneous Bilingual Middle School Students Becoming Biliterate: What Do Students Think About Their Biliteracy as Taught Through the "Bridge" Strategy in a Humanities Dual Language/Immersion Class? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6856.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

Full text
Abstract:
In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
APA, Harvard, Vancouver, ISO, and other styles
4

Lavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

Full text
Abstract:
This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying policy recommendations for state and local levels as well as for institutions of higher education policies and practice in this statewide “new ecology of biliteracy”: (1) data collection and reporting on bilingual teacher demographics and authorization; (2) increased quality of fieldwork and clinical experiences for future bilingual teachers; (3) increased funding for bilingual teacher preparation programs to diversity pipelines into bilingual education preparation programs, recruitment, support, and program completion; and (4) differentiated professional development experiences for beginning bilingual teachers including mentoring, learning communities, and cross-departmental teams.
APA, Harvard, Vancouver, ISO, and other styles
5

Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

Full text
Abstract:
A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
APA, Harvard, Vancouver, ISO, and other styles
6

Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

Full text
Abstract:
Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
APA, Harvard, Vancouver, ISO, and other styles
7

Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

Full text
Abstract:
Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Biliteracy' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography