Log in

Relevant bibliographies by topics / Biliteracy / Journal articles

Journal articles on the topic 'Biliteracy'

To see the other types of publications on this topic, follow the link: 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:

Consult the top 50 journal articles for your research 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.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

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

11

Reyes, Iliana. "An ecological perspective on minority and majority language and literacy communities in the Americas." Colombian Applied Linguistics Journal, no. 11 (April 4, 2011): 106. http://dx.doi.org/10.14483/22487085.157.

Full text

Abstract:

In this paper I discuss current sociolinguistic situations in linguistically diverse communities in the Americas, thereby contributing toward the development of a theoretical model that focuses on the ecology of emergent bilingualism and biliteracy for both language-minority and language-majority children. I analyze different examples in which children’s participation during family literacy events mediate the learning of the second language and their construction of meaning from print they encounter in their bilingual surroundings. The review points to the potential to develop bilingualism and biliteracy that might exist within each child’s immediate environment and are enhanced when community members (e.g., parents, peers, schoolteachers, neighbors) provide direct scaffolding during child-adult interactions. The studies are discussed within an eco-sociocultural framework making pedagogical connections and recommendation to the optimal development of bilingualism and biliteracy.

APA, Harvard, Vancouver, ISO, and other styles

12

Ballinger, Susan. "Towards a cross-linguistic pedagogy." Journal of Immersion and Content-Based Language Education 1, no. 1 (March 6, 2013): 131–48. http://dx.doi.org/10.1075/jicb.1.1.06bal.

Full text

Abstract:

This article reports on a 7-week classroom intervention in two Grade 3 French immersion schools near Montreal, Quebec, that enroll both English- and French-dominant students. The teaching intervention aimed to bridge the students’ first and second languages through collaborative language learning strategies designed to enhance students’ awareness of their and their partner’s language production and a ‘biliteracy’ project that linked English and French language arts content. Data collection consisted of audiotaped interactions between eight student pairs as they worked on collaborative tasks for the biliteracy project. A qualitative and quantitative analysis examined how the biliteracy project and strategy instruction influenced students’ collaborative interaction and reciprocal learning. All recorded pairs engaged in reciprocal strategy use and extensive on-task collaboration; nevertheless, the quality of their interaction was tempered by their engagement in further interactional moves that supported contributions from their partners.

APA, Harvard, Vancouver, ISO, and other styles

13

Heineke, Amy J., and Kristin J. Davin. "Prioritizing Multilingualism in U.S. Schools: States’ Policy Journeys to Enact the Seal of Biliteracy." Educational Policy 34, no. 4 (September 27, 2018): 619–43. http://dx.doi.org/10.1177/0895904818802099.

Full text

Abstract:

Fueled by immigration and globalization, the United States has evolved into a nation of linguistically diverse residents; however, English remains the dominant language in schools. A recent language policy initiative emergent in states across the nation, the Seal of Biliteracy challenges English monolingualism by promoting the development of students’ bilingualism and biliteracy by high school graduation. Using narrative inquiry, this study explores the policy journeys that states have taken to enact the Seal of Biliteracy, as educators and stakeholders come together to engage in grassroots policy work. Findings include the collective stories of these efforts to disrupt English-dominant ideologies in schools, as well as individual states’ journeys to develop students’ bilingualism. Implications serve educators, researchers, and other stakeholders interested in influencing practice through bottom-up policy movements, particularly at this crucial moment as states embrace more flexibility for educational decision making.

APA, Harvard, Vancouver, ISO, and other styles

14

Nott-Bower, Aneta. "Dwupiśmienność (biliteracy) szansą na zrównoważony rozwój dziecka dwujęzycznego." Postscriptum Polonistyczne 26, no. 2 (December 28, 2020): 91–104. http://dx.doi.org/10.31261/ps_p.2020.26.07.

Full text

Abstract:

Autorka zwraca uwagę na zjawisko dwupiśmienności (biliteracy), czyli umiejętności czytania i pisania w dwóch językach. Prezentuje sposoby rozumienia tego zjawiska na tle badań nad bilingwizmem oraz alfabetyzacją. Podkreśla wysoką wartość naukową oraz praktyczną konceptu. Proponuje szerokie i zintegrowane ujęcie dwupiśmienności. Zdobywanie biliteracy prezentuje jako wieloletni, niekończący się proces. Autorka ukazuje potencjał dwupiśmienności do poprawy funkcjonowania dwujęzycznego (wzmacniania motywacji do nauki języka mniejszości, wspomagania rozwoju językowego i poznawczego, podnoszenia komfortu emocjonalnego oraz społecznego osób bilingwalnych).

APA, Harvard, Vancouver, ISO, and other styles

15

Kayser, Hortencia. "Biliteracy and Second-Language Learners." ASHA Leader 9, no. 12 (June 2004): 4–29. http://dx.doi.org/10.1044/leader.ftr2.09122004.4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Pennington, Martha C. "Cross-language Effects in Biliteracy." Language and Education 10, no. 4 (November 1996): 254–72. http://dx.doi.org/10.1080/09500789608666712.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Hornberger, Nancy H. "Biliteracy Contexts, Continua, and Contrasts." Education and Urban Society 24, no. 2 (February 1992): 196–211. http://dx.doi.org/10.1177/0013124592024002003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Reyes, Iliana. "Biliteracy Among Children and Youths." Reading Research Quarterly 47, no. 3 (July 2012): 307–27. http://dx.doi.org/10.1002/rrq.022.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

DAVIN, KRISTIN J. "Critical Language Testing: Factors Influencing Students’ Decisions to (Not) Pursue the Seal of Biliteracy." Harvard Educational Review 91, no. 2 (June 1, 2021): 179–203. http://dx.doi.org/10.17763/1943-5045-91.2.179.

Full text

Abstract:

In this investigation, Kristin J. Davin analyzes current and former emergent bilingual learners’ decisions to take or not take a language proficiency assessment in a home language to pursue a Seal of Biliteracy (SoBL). The SoBL is a policy adopted in forty states to counteract English-only ideologies by recognizing students who graduate high school bilingual and biliterate. Considering the power of assessments and the complexity of the decision to take a test of proficiency in one’s home language, this study uses the history-in-person framework to understand the factors that shape students’ decisions to take, or not take, the “seals test.” Davin’s findings point toward considerations and changes necessary to SoBL implementation to ensure that the policy meets the needs of the emergent bilingual learners it was intended to benefit.

APA, Harvard, Vancouver, ISO, and other styles

20

Ducuara, John J., and Hugo A. Rozo. "Biliteracy: A Systematic Literature Review about Strategies to Teach and Learn Two Languages." Theory and Practice in Language Studies 8, no. 10 (October 1, 2018): 1307. http://dx.doi.org/10.17507/tpls.0810.08.

Full text

Abstract:

This article describes the qualitative research findings with the objective of identifying the strategies implemented in the different educational levels (preschool, primary, high school, and, higher education) in order to develop biliteracy. A systematic literature review was carried out, by means of a search strategy rigorously defined. It aims to describe and evaluate the strategies used. The sample consisted of 122 publications, produced between 2007 and 2017. The results obtained allowed to identify the advances in terms of strategies regarding biliteracy in preschool, primary, high school and university, also it showed that some strategies are used in more than one educational level. Besides, some proposals are mentioned, to modify the institution curriculum. In addition, some advantages and disadvantages are established regarding the implementation of the strategies used to work on biliteracy in the target levels. Based on this, the state of the subject is discussed, and a projection is also generated regarding the needs of the field.

APA, Harvard, Vancouver, ISO, and other styles

21

Lyster, Roy, Jorge Quiroga, and Susan Ballinger. "The effects of biliteracy instruction on morphological awareness." Journal of Immersion and Content-Based Language Education 1, no. 2 (June 28, 2013): 169–97. http://dx.doi.org/10.1075/jicb.1.2.02lys.

Full text

Abstract:

This classroom intervention study investigated the effects of biliteracy instruction on Grade 2 students’ morphological awareness in French and English. Three pairs of partner teachers (French/English) participating in a professional development project co-designed and implemented biliteracy tasks across their French and English classes, which together comprised a total of 80 students identified as dominant in either French or English or as French-English bilinguals. The biliteracy instruction integrated a linguistic focus on derivational morphology with a thematic focus on illustrated storybooks. Before and after the intervention, separate measures of morphological awareness in French and English were administered to a subsample of their students (n = 45) as well as to a comparison group of students (n = 20) not receiving the instruction. The experimental group significantly outperformed the comparison group in French, but not in English, yet when students’ language dominance was accounted for in the English measure, English-dominant students in the experimental group significantly outperformed their counterparts in the comparison group.

APA, Harvard, Vancouver, ISO, and other styles

22

Giambo, Debra A., and Tunde Szecsi. "Promoting and Maintaining Bilingualism and Biliteracy: Cognitive and Biliteracy Benefits & Strategies for Monolingual Teachers." Open Communication Journal 9, no. 1 (February 26, 2015): 56–60. http://dx.doi.org/10.2174/1874916x01509010056.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Rendón-Romero, Sara Isabel, Macarena Navarro-Pablo, and Eduardo García-Jiménez. "The biliteracy process in Primary Education: teachers and parents’ perceptions on the use of phonic methods to develop emergent biliteracy skills." Revista Investigación en la Escuela, no. 93 (2019): 31–45. http://dx.doi.org/10.12795/ie.2019.i99.03.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Heineke, Amy J., Kristin J. Davin, and Amy Bedford. "The Seal of Biliteracy: Considering equity and access for English learners." education policy analysis archives 26 (August 6, 2018): 99. http://dx.doi.org/10.14507/epaa.26.3825.

Full text

Abstract:

The Seal of Biliteracy is a grass-roots language policy initiative that is sweeping across the United States. An award affixed to high school graduates’ transcripts and diplomas, the overarching purpose of the policy is to promote and foster students’ bilingualism and biliteracy in K-12 schools. Initiated in California in 2011, the policy has been modified significantly as stakeholders in 32 different states have drafted, passed, and enacted similar legislation in recent years. On its surface, the policy appears to hold promise in disrupting the monolingual norm prevalent in U.S. schools; however, with many states focusing efforts on world language education for English-dominant students, a critical analysis of the policy from the lens of the large and growing population of English learners is warranted. This paper considers the 32 state policies from this lens, first exploring the policy purpose and logistics and then making policy recommendations to enhance equity and access for English learners. The recommendations target stakeholders across the United States who seek to either initiate or revise Seal of Biliteracy policies within their unique state contexts.

APA, Harvard, Vancouver, ISO, and other styles

25

Wiley, Terrence G., and David Spener. "Adult Biliteracy in the United States." Modern Language Journal 79, no. 3 (1995): 434. http://dx.doi.org/10.2307/329362.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Rosas, Irma Vargas. "Adult Biliteracy: Sociocultural and Programmatic Responses." Journal of Latinos and Education 9, no. 1 (January 5, 2010): 84–86. http://dx.doi.org/10.1080/15348430903253167.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Curran, Mary Elizabeth. "Adult biliteracy: sociocultural and programmatic responses." International Journal of Bilingual Education and Bilingualism 12, no. 6 (November 2009): 725–28. http://dx.doi.org/10.1080/13670050802611704.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Pugh, Stefan M. "L2 Literacy and Biliteracy: Linguistic Consequences." Annual Review of Applied Linguistics 12 (March 1991): 105–16. http://dx.doi.org/10.1017/s0267190500002178.

Full text

Abstract:

Literacy studies can frequently be characterized as programmatic and/or evaluative: They focus on the need for literacy programs, on the social consequences of illiteracy, on ways in which the literacy level of a particular population group can be increased, or on the results of various programs already implemented. A glance at a bibliographic resource such as Hladczuk, et al. (1989) reveals that the majority of entries are devoted to “literacy campaigns” and “literacy programs,” “computers and literacy,” “functional literacy,” “history of literacy,” and “libraries and literacy.” Before the 1980s, questions of a linguistic nature were infrequently addressed because emphasis was traditionally placed on the psychological aspects of literacy (Bendor-Samuel 1984:5).

APA, Harvard, Vancouver, ISO, and other styles

29

Buckwalter, Jan K., and Yi-Hsuan Gloria Lo. "Emergent biliteracy in Chinese and English." Journal of Second Language Writing 11, no. 4 (November 2002): 269–93. http://dx.doi.org/10.1016/s1060-3743(02)00088-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Gentil, Guillaume. "A biliteracy agenda for genre research." Journal of Second Language Writing 20, no. 1 (March 2011): 6–23. http://dx.doi.org/10.1016/j.jslw.2010.12.006.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

AUERBACH, ELSA. "Adult Biliteracy: Sociocultural and Programmatic Responses." TESOL Quarterly 43, no. 2 (June 2009): 382–85. http://dx.doi.org/10.1002/j.1545-7249.2009.tb00183.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Poorebrahim, Fatemeh, Mohammad Afsharrad, and Behzad Ghonsooly. "Bilingualism, monoliteracy, and third language writing: A case from Turkish-Persian context in Iran." Indonesian Journal of Applied Linguistics 10, no. 2 (October 18, 2020): 369–81. http://dx.doi.org/10.17509/ijal.v10i2.28608.

Full text

Abstract:

Studies on third language (L3) acquisition have shown that biliteracy has a facilitative effect on L3 writing. By comparing performances of bilinguals and monolinguals in subsequent language (English) writing, this study attempts to find whether being bilingual but not biliterate is of help to L3 writing. To this end, 52 Turk-Fars bilingual and 57 Fars monolingual females participated in the study. Data were collected through the participants’ compositions and think-aloud protocols. A series of Mann Whitney U tests were employed to compare the groups’ total writing scores and scores in different components of writing. The results of the study revealed that bilinguals performed better than monolinguals in total writing, organization, and mechanics. However, there was no significant difference between the two groups in content, discourse, syntax, and vocabulary of their compositions. This indicates that being bilingual without necessarily being biliterate is of help to L3 writing. Moreover, it was found that English language was the most frequently used medium of thought while writing in English. The findings of this study indicate the need for developing localized bilingual education systems so that bilinguals can take maximum advantage of their background languages in the process of L3 learning.

APA, Harvard, Vancouver, ISO, and other styles

33

Chao, Xia, and Xiufang Ma. "Transnational habitus: Educational, bilingual and biliteracy practices of Chinese sojourner families in the U.S." Journal of Early Childhood Literacy 19, no. 3 (September 14, 2017): 399–423. http://dx.doi.org/10.1177/1468798417729551.

Full text

Abstract:

Grounded in the perspectives of language socialization and transnational habitus, this one-year ethnographic case study explores two middle-class Chinese sojourner families’ educational, bilingual and biliterate practices after their arrival in the U.S. It addresses the process that their middle childhood children experienced, from the excitement of the new English-speaking environment to linguistic and social isolation, to their adaptation to the environment and, finally, to transnational uplift. The families’ transnational practices throughout the four phases are shaped by their economic, educational and sociocultural dispositions that link together their country of origin and the U.S. They tend to cross national borders in language, literacy and education as well as to circulate glocalized English–Chinese biliteracy. This study reveals the disjunction between the families’ “imagined world” of the U.S. and the reality of a language barrier and ideological conflicts underpinned in an English-only society. The families’ transnational migration is an educational practice with access to their children’s “imagined world”. This study suggests that ESL learning should be considered as a socialization practice, which is tied to and structured by transnational fields in today’s globalized world.

APA, Harvard, Vancouver, ISO, and other styles

34

Reyes, Iliana, and Patricia Azuara. "Emergent Biliteracy in Young Mexican Immigrant Children." Reading Research Quarterly 43, no. 4 (October 2008): 374–98. http://dx.doi.org/10.1598/rrq.43.4.4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Linton, April. "Undocumented Uruguayan Immigrants: Biliteracy and Educational Experiences." Contemporary Sociology: A Journal of Reviews 40, no. 3 (April 22, 2011): 338–39. http://dx.doi.org/10.1177/0094306110404515hh.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Huerta, Mary Esther Soto. "Fourth-Grade Biliteracy: Searching for Instructional Footholds." Journal of Latinos and Education 9, no. 3 (June 28, 2010): 223–38. http://dx.doi.org/10.1080/15348431003761208.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Reyes, Iliana. "Exploring connections between emergent biliteracy and bilingualism." Journal of Early Childhood Literacy 6, no. 3 (December 2006): 267–92. http://dx.doi.org/10.1177/1468798406069801.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Pérez, Bertha. "Biliteracy practices and issues in secondary schools." Peabody Journal of Education 69, no. 1 (September 1993): 117–35. http://dx.doi.org/10.1080/01619569309538754.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Hornberger, Nancy H., and Holly Link. "Translanguaging in Today's Classrooms: A Biliteracy Lens." Theory Into Practice 51, no. 4 (October 2012): 239–47. http://dx.doi.org/10.1080/00405841.2012.726051.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

de la Luz Reyes, Maria. "Spontaneous Biliteracy: Examining Latino Students' Untapped Potential." Theory Into Practice 51, no. 4 (October 2012): 248–55. http://dx.doi.org/10.1080/00405841.2012.726052.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Hopewell, Susan, Sandra Butvilofsky, and Kathy Escamilla. "Complementing the Common Core with Holistic Biliteracy." Journal of Education 196, no. 2 (April 2016): 89–98. http://dx.doi.org/10.1177/002205741619600206.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

AARTS, RIAN, and LUDO VERHOEVEN. "Literacy attainment in a second language submersion context." Applied Psycholinguistics 20, no. 3 (September 1999): 377–93. http://dx.doi.org/10.1017/s0142716499003033.

Full text

Abstract:

The purpose of this study was to describe the first and second language literacy levels of a sample of 222 Turkish children living in the Netherlands and to identify the factors that are related to individual variation in their literacy performance. Measures of both school literacy and functional literacy were taken in the target languages, Turkish and Dutch. Data of monolingual control groups were used as benchmarks. To explore individual variation in biliteracy scores, background characteristics originating from the child, the family, and the school were examined. The results of the study indicated that the children in the Netherlands attained lower levels of literacy than their monolingual peers. The level of biliteracy of the children in the Netherlands turned out to be primarily related to the factors of home stimulation, parents' motivation for schooling, and children's self-esteem.

APA, Harvard, Vancouver, ISO, and other styles

43

Babino, Alexandra, and Ricardo González-Carriedo. "Striving Toward Equitable Biliteracy Assessments in Hegemonic School Contexts." Association of Mexican American Educators Journal 11, no. 1 (May 31, 2017): 54. http://dx.doi.org/10.24974/amae.11.328.

Full text

Abstract:

American schools today display unprecedented levels of diversity in regard to the linguistic, socioeconomic, and cultural backgrounds of their student population. Increasingly, more American students are also emergent bilingual learners. Despite this fact, most of the standardized assessments used by schools have been designed and normed for English monolingual students. The lack of specific assessments created for emergent bilinguals provides teachers and other stakeholders with only a partial and often inaccurate view of the students’ literacy growth as they develop proficiency in two languages. In this theoretical article, the authors explore how three complex characteristics of emergent biliteracy development interact: bilingual language proficiency, domains of language use, and language dominance. Then, they describe how teachers and school district leaders can begin to create more equitable assessment practices that are more closely aligned with the unique characteristics of biliteracy development admist largely hegemonic, monolingual school systems.

APA, Harvard, Vancouver, ISO, and other styles

44

주형미. "The Influences of Biliteracy Practices on Identity Construction." Bilingual Research ll, no. 37 (June 2008): 265–85. http://dx.doi.org/10.17296/korbil.2008..37.265.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Russell, Victoria. "Advocating for languages through the Seal of Biliteracy." Foreign Language Annals 55, no. 1 (March 28, 2022): 5–7. http://dx.doi.org/10.1111/flan.12607.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Davin, Kristin J., Amy J. Heineke, and Charlotte R. Hancock. "The Seal of Biliteracy: A 10‐year retrospective." Foreign Language Annals 55, no. 1 (January 11, 2022): 10–34. http://dx.doi.org/10.1111/flan.12596.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Batista-Morales, Nathaly, and Christina Blanca Notman. "Book Review: Teaching Biliteracy: Strengthening Bridges Between Languages." Hispanic Journal of Behavioral Sciences 40, no. 4 (July 12, 2018): 516–21. http://dx.doi.org/10.1177/0739986318788563.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Reddy, Pooja P., and Keiko Koda. "Orthographic constraints on phonological awareness in biliteracy development." Writing Systems Research 5, no. 1 (April 2013): 110–30. http://dx.doi.org/10.1080/17586801.2012.748639.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Schwedhelm, Maria C., and Kendall A. King. "The neoliberal logic of state seals of biliteracy." Foreign Language Annals 53, no. 1 (April 2020): 12–27. http://dx.doi.org/10.1111/flan.12438.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Li, David C. S. "Towards ‘biliteracy and trilingualism’ in Hong Kong (SAR)." AILA Review 22 (November 16, 2009): 72–84. http://dx.doi.org/10.1075/aila.22.06li.

Full text

Abstract:

Despite the Hong Kong SAR (Special Administrative Region) government’s determination to implement the ‘mother tongue education’ policy amid strong social resistance one year after the handover, English remains a prestigious language in society. The need for Putonghua (Mandarin/Standard Chinese) is also increasing following ever-expanding trade and other activities with mainland China. The societal demand for both English and Putonghua in postcolonial Hong Kong is important for understanding the SAR government’s language-in-education policy called ‘biliteracy and trilingualism’. The learning of English is fraught with two main problems: (a) the absence of a conducive language-learning environment outside the classroom, which makes English in Hong Kong more like a foreign than a second language, and (b) tremendous typological difference between Chinese and English on one hand, and considerable linguistic differences between Cantonese and Putonghua on the other. Given the significant phonological differences and, to a lesser extent, lexico-grammatical divergence between the majority’s vernacular and modern written Chinese, the learning of Putonghua is no straightforward task either. The dilemmas of the medium-of-instruction (MoI) debate will be discussed by elucidating the main concerns as seen from the respective vantage points of the government and five key stakeholder groups: employers, parents, school principals, teachers and educationalists, and students.

APA, Harvard, Vancouver, ISO, and other styles

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!