Biliteracy and Translanguaging in Dual-Language Bilingual Education

Johnson, Susana Ibarra; Garcı́a, Ofelia; Seltzer, Kate

doi:10.1007/978-3-030-10831-1_8

Cited by 16 publications

(9 citation statements)

References 10 publications

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“…My results are consistent with findings from two recent studies. Johnson (2020a) showed that Spanish-English dual language students, who grew more in math during the academic years, also lost more learning during the summers. Johnson and Barker (2021) found that students ever in SPED services, and specifically dually-identified students, grew more than or as much as students never in SPED during some early grades; but students ever in SPED also lost more learning during the summers.…”

Section: Discussionmentioning

confidence: 99%

Achievement and Growth for English Learners

Johnson

2022

Educational Policy

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This study reports achievement and growth from kindergarten to fourth grade for three groups of English Learners (ELs): (a) ever-ELs; (b) ELs consistently eligible for service; and (c) EL and Special Education dually-identified students. All three EL groups had lower test scores than never-ELs throughout K-4. In math, ELs grew more than never-ELs during academic years but lost more during summers. In reading, ELs grew less than never-ELs in K-1 and grew more in later grades, but ELs also lost more during summers. These findings suggest summer support is required to help ELs maintain and develop academic skills.

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Section: Discussionmentioning

confidence: 99%

Achievement and Growth for English Learners

Johnson

2022

Educational Policy

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“…He taught me about various constellations in the night sky and the fate of The Titanic, The Hindenburg, and John F. Kennedy's assassination. My dad conveyed these storytelling experiences through a combination of English and Spanish, and both at the same time through translanguaging (Johnson et al, 2019).…”

Section: My Own Family's Literacy Portraiturementioning

confidence: 99%

Listening for the Literacy Story: Implementing Holistic and Asset‐Based Literacy Curriculum through Literacy Portraiture

Henderson¹

2021

J Adolescent & Adult Lit

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This discussion advocates implementing literacy portraiture within school‐based literacy curriculum when working with culturally and linguistically diverse learners. Through this approach, practitioners can attend to the learner, focus on their voice, and listen for their literacy story to create portraits of their learners from holistic, humanizing, and asset‐based perspectives. While there are varied ways to compose literacy portraits, this discussion provides an exploration of literacy portraiture. Literacy portraiture serves to speak back to deficit‐thinking stances by documenting and transforming, inspiring and informing, and speaking to the head and the heart.

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“…Sánchez, García, & Solorza (2018) maintain that viewing language use from a translanguage perspective, centers on what bilingual speakers do with language and how they do language with their own distinct and dynamic repertoire of linguistic features. Johnson, García, and Seltzer (2019) use the metaphor of two riverbanks to illustrate the power of translanguaging. One language stands on each side, English and Spanish, with the current or corriente representing the dynamic and fluid use of the individual's bilingualism and lived realities.…”

Section: The Context Of "The Southwest Borderland"mentioning

confidence: 99%

“…Through linguistic capital, the participants utilized multiple language skills through intellect and style, including translanguaging (García, 2011, Sánchez et al, 2018Johnson et al, 2019), as illustrated thus far in their voices.…”

Section: Linguistic Capital Literaciesmentioning

confidence: 99%

Southwest Borderland Voices and Stories: Community Cultural Wealth as Living Literacies

Henderson

2020

AMAE Journal

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This study qualitatively examines the literacy experiences of three Southwest Borderland Latinos who left high school before graduating. Addressing a gap in the literature that reveals the limited attention paid to how students who left high school before graduating generate and use community cultural wealth (Burciaga & Erbstein, 2012), this investigation explores the vibrant role and contribution of community cultural wealth in literacy development. Through the frameworks of New Literacy Studies (NLS) and family literacy within the context of the Southwest Borderlands, and employing the tool of counternarratives through a Latino Critical Race Theory (LatCrit) lens, this study provides a platform for validating and affirming the voices, stories, experiences, and knowledges of the research participants. Utilizing portraiture as the methodology illuminates the living literacies that transpired when the participants read their world and the word (Freire, 2006).

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Biliteracy and Translanguaging in Dual-Language Bilingual Education

Cited by 16 publications

References 10 publications

Achievement and Growth for English Learners

Achievement and Growth for English Learners

Listening for the Literacy Story: Implementing Holistic and Asset‐Based Literacy Curriculum through Literacy Portraiture

Southwest Borderland Voices and Stories: Community Cultural Wealth as Living Literacies

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