Biliteracy of African American and Latinx Kindergarten Students in a Dual-Language Program: Understanding Students' Translanguaging Practices across Informal Assessments

Autor/inn/en	Bauer, Eurydice Bouchereau; Colomer, Soria Elizabeth; Wiemelt, Joe
Titel	Biliteracy of African American and Latinx Kindergarten Students in a Dual-Language Program: Understanding Students' Translanguaging Practices across Informal Assessments
Quelle	In: Urban Education, 55 (2020) 3, S.331-361 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085918789743
Schlagwörter	Hispanic American Students; African American Students; Bilingual Education; Low Income Students; Code Switching (Language); Language Usage; Family Environment; Language of Instruction; Metalinguistics; Educational Environment; Environmental Influences; Minority Group Students; Bilingualism; Urban Schools; Kindergarten; Story Telling + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Bilingual teaching; Bilingualer Unterricht; Sprachgebrauch; Familienmilieu; Teaching language; Unterrichtssprache; Metalanguage; Metasprache; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Environmental influence; Umwelteinfluss; Bilingualismus; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This article uses a translanguaging framework, together with critical case sampling and qualitative analysis, to explore how six students approached literacy in an integrated dual-language (DL) program in a low-income, working-class, predominantly African American school. Students' translanguaging practices encompassed a broad repertoire of features that included home language, academic language, metalinguistic awareness, and lived experiences across home, school, and community contexts--many of which likely to go unexamined with traditional standardized testing. Educators working with minoritized DL students are encouraged to adopt a translanguaging lens when assessing students' bilingualism and biliteracy to more fully capture students' linguistic repertoire. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01