Bilingual and Biliterate Practices at Home and School

Reyes, Iliana; Moll, Luis C.

doi:10.1002/9780470694138.ch11

Cited by 19 publications

(12 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, differentiating between what is English and what is Spanish in explanations and translations to their parents promotes metalinguistic knowledge (Orellana & Reynolds, 2008). Therefore, both adults and children draw upon a range of linguistic and cultural resources to meet various challenges in their day-to-day activities (Reyes & Moll, 2008).…”

Section: Discussionmentioning

confidence: 98%

Emergent Biliteracy in Young Mexican Immigrant Children

Reyes

Azuara

2008

Reading Research Quarterly

Self Cite

View full text Add to dashboard Cite

This article explores the relationship between emergent biliteracy and growing up in a biliterate environment. The study focuses on two questions: (1) What knowledge of biliteracy do young bilingual preschool children develop in the early years? (2) How do context and specific language environments influence the development of biliteracy in young Mexican Spanish‐English bilingual children? The authors report data from a multiple‐method research project with 12 4‐ and 5‐year‐old Mexican immigrant children living in the U.S. Southwest. Results indicated that the children were developing knowledge and metalinguistic awareness about print in both their languages; the families demonstrated a wide variety of communicative practices and ways in which they used written materials in the two languages; and intergenerational learning occurred in both directions among family members. The authors propose a model of emergent biliteracy that integrates the different cultural contexts that foster or hinder biliteracy development in the young bilingual child. The research contributes to the development of an ecological model of emergent biliteracy that recognizes the dynamic and complex interactions among home, school, and neighborhood contexts. This model serves as a heuristic device that allows researchers and teachers to consider how different linguistic and cultural spaces affect children's biliteracy development in the environments where they are growing up bilingual. [Note: Iliana Reyes discusses the research presented in this article in a podcast presented by the “Voice of Literacy”: http://www.voiceofliteracy.org/posts/29769.] تستكشف هذه المقالة العلاقة بين ظهور ازدواج معرفة القراءة والكتابة والنشأة في بيئة مزدوجة معرفة القراءة والكتابة. وتركز الدراسة على سؤالين: (1) ما الفهم الذي يطوره الأطفال في الروضة ذوي ازدواج اللغة عن معرفة ازدواج القراءة والكتابة في السنوات المبكرة؟ (2) وكيف يؤثر السياق وبيئات اللغة المعينة في تنمية ازدواج معرفة القراءة والكتابة في أطفال مكسيكيين يتكلمون اللغتين الإسبانية والإنكليزية؟ إذ يذكر المؤلفون معطيات من مشروع بحث متعدد الطرق يشمل فيه اثنا عشر طفلاً مكسيكياً تتراوح أعمارهم بين أربع وخمس سنوات وهم مهاجرون يسكنون في جنوب غرب الولايات المتحدة. أشارت النتائج إلى أن الأطفال كانوا يطورون معرفة ووعياً ما فوق اللغة بصدد الخطوط في لغتيهم وعرض الأهالي التنوع الواسع في الممارسات التواصلية والطرق التي استخدموا فيها مواد مكتوبة في اللغتين وقد تم التعلم عبر الأجيال في الاتجاهين بين أفراد الأهالي. إذ يقدم المؤلفون نموذجاً لبزوغ ازدواج معرفة القراءة والكتابة يتكامل السياقات الثقافية المختلفة التي تشجع تنمية ازدواج معرفة القراءة والكتابة أو تعوقها عند طفل مزدوج اللغة. ويساهم البحث في تطوير نموذج بيئي لبزوغ ازدواج معرفة القراءة والكتابة الذي يعترف التفاعلات الديناميكية والمعقدة بين السياقات في البيت والمدرسة والحي. ويخدم هذا النموذج أداة لتشجيع استكشاف الحلول تدعو الباحثين والمدرسين لتأمل كيف تؤثر الأماكن الثقافية واللغوية المختلفة تنمية ازدواج معرفة القراءة والكتابة عند الأطفال في البيئات التي ينشؤون فيها مزدوجي اللغة. [Podcast: http://www.voiceofliteracy.org/posts/29769.] 本文探索在双语文化环境中双语读写能力的萌发与成长之间...

show abstract

Section: Discussionmentioning

confidence: 98%

Emergent Biliteracy in Young Mexican Immigrant Children

Reyes

Azuara

2008

Reading Research Quarterly

Self Cite

View full text Add to dashboard Cite

show abstract

“…The theoretical framework that informs this case study comes from the field of bilingualism and biliteracy development. The idea is that second language acquisition and development and first language development are fluid and bidirectional—not a “one way street” from L1 to L2 (Dworin, 2003; Moll & Dworin, 1996; Reyes, 2006; Reyes & Moll, 2008). In other words, although first language competencies support the development of second language competencies, the “transfer” happens bidirectionally as long as students are afforded the opportunity to develop academic competencies in both languages (Dworin, 2003; Moll & Diaz, 1985; Moll & Dworin, 1996).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…As linguistic competencies are not developed in isolation (one language at a time), bilinguals should not be thought of as two monolinguals in one. Bilingual individuals (like Authors 2 & 3), and multi-lingual individuals (like Author 1), tend to access content knowledge and make meaning in one language for use in another language and vice versa—often using all available linguistic resources, whether the content or topic is presented in one’s first (dominant) or additional languages (Reyes & Moll, 2008).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…According to these perspectives, bilingualism and biliteracy are functions of social and cultural phenomena that involves participation in language practices and communities. In sum, various scholars in the field are in agreement that bilingual/biliterate individuals are proficient in each language in different ways and to different degrees (Grosjean, 2010; Reyes, 2006; Reyes & Moll, 2008; Rubinstein-Ávila, 2006).…”

Section: Bilingualism Biliteracy and Bidirectional Biliteracy Development: A Brief Overviewmentioning

confidence: 99%

See 1 more Smart Citation

Does Biliteracy + Mathematical Discourse = Binumerate Development? Language Use in a Middle School Dual-Language Mathematics Classroom

Rubinstein‐Ávila

Sox

Kaplan³

et al. 2014

Urban Education

View full text Add to dashboard Cite

Few studies on the role of bilingualism in mathematics classrooms explore the intersection of biliteracy, language use, mathematical discourse, and numeracy-especially at the middle school level. Drawing from biliteracy development theory and reform mathematics education literature, this qualitative case study of a dual-language mathematics classroom shows how English language learners (ELLs)/bilinguals use their first (L1) and second language (L2) as resources to access advanced mathematical curriculum. The article provides glimpses of instructional strategies that encourage mathematics discourse and biliteracy development. Encouraging secondary bilingual students to solve non-routine mathematical problems collaboratively may not only promote student engagement but also promote binumerate development.

show abstract

“…Children drew on their developing bilingual repertoire to articulate their thought process in creating text and used bilingual talk as a problem-solving strategy to meet various form-and contentbased challenges (I. Reyes & Moll, 2008).…”

Section: Functions Of Code Switching In Emergent Bilinguals' Writing mentioning

confidence: 99%

Code-Switching Patterns in the Writing-Related Talk of Young Emergent Bilinguals

Gort

2012

Journal of Literacy Research

View full text Add to dashboard Cite

This qualitative study examined code-switching patterns in the writing-related talk of 6 emergent Spanish-English bilingual first-grade children. Audio recordings, field notes, and writing artifacts documenting participant activities and language use in Spanish and English writing workshops were gathered over the course of 6 months and analyzed for code-switching prevalence, form, content, and purpose in relation to the writing process. The percentage distribution of oral code switching across the two linguistic contexts suggests a sociolinguistic imbalance between the two languages, wherein English played a prevalent role in the creation of Spanish texts, but Spanish did not appear to have the same utility in the development of English texts. Four general categories of code-switching functions emerged, indicating emergent bilingual writers' (a) evaluation and self-regulation skills, (b) sociolinguistic and sociocultural competence, (c) metalinguistic insights, and (d) use of code switching to indicate a shift in topic, person, or syntactic form. These findings intimate children's capacity to exploit their developing bilingual linguistic repertoire for a variety of academic and social purposes and illuminate the potential of code switching as a cognitive and linguistic resource in the process of writing.

show abstract

Bilingual and Biliterate Practices at Home and School

Cited by 19 publications

References 20 publications

Emergent Biliteracy in Young Mexican Immigrant Children

Emergent Biliteracy in Young Mexican Immigrant Children

Does Biliteracy + Mathematical Discourse = Binumerate Development? Language Use in a Middle School Dual-Language Mathematics Classroom

Code-Switching Patterns in the Writing-Related Talk of Young Emergent Bilinguals

Contact Info

Product

Resources

About