Asset-Based Biliteracy: Recentering Emergent Bilingual Students in Dual Language English Reading Instruction

Autor/in	Smith, Francesca
Titel	Asset-Based Biliteracy: Recentering Emergent Bilingual Students in Dual Language English Reading Instruction
Quelle	(2023), (202 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, American University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-0875-3
Schlagwörter	Hochschulschrift; Dissertation; Bilingual Students; Bilingual Education; Hispanic American Students; Emergent Literacy; Intervention; Grade 1; Reading Instruction; Spanish Speaking; English (Second Language); Second Language Learning; Parent Participation; Parent Attitudes; Transfer of Training + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bilingual teaching; Bilingualer Unterricht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Frühleseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Leseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Elternmitwirkung; Elternverhalten; Training; Transfer; Ausbildung
Abstract	As gentrifying dual language (DL) schools in the United States increasingly attract students with linguistic, racial, and socioeconomic privilege, a key consideration is whether these schools are intentionally supporting the specific needs and assets of emergent bilingual (EB) students from Latinx families. This dissertation of practice examined how an asset-based early literacy intervention in a first grade English DL classroom could recenter EB students through both structured literacy instruction and parent partnership, using a funds of knowledge framework. The 11-week Student Intervention explored how a teacher could actively build upon EB students' Spanish language and literacy competencies within small-group English reading instruction at the beginning of their formal bilingual education. Quantitative findings showed that explicitly grounding early English reading instruction in the transfer and non-transfer of Spanish literacy skills supported students' progress toward grade-level expectations for English decoding and letter sound knowledge. The parallel Parent Intervention centered parent voices through qualitative interviews. Findings indicated that Spanish-speaking families expressed unique capacities to support biliteracy learning grounded in Science of Reading-based practices. The implications from this study direct DL educators to deepen collaboration towards biliteracy by continuing to explore and incorporate elements of cross-linguistic transfer and families' funds of knowledge. Recommendations for student instruction, teacher professional development, family partnership, and research, within the context of early biliteracy, are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01