Changing teachers’ perceptions about the writing abilities of emerging bilingual students: towards a holistic bilingual perspective on writing assessment

Soltero-González, Lucinda; Escamilla, Kathy; Hopewell, Susan

doi:10.1080/13670050.2011.604712

Cited by 72 publications

(38 citation statements)

References 15 publications

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“…In addition to learning about their students, teachers must possess the knowledge to connect what they learn about students to effective practice (Heritage, 2007;Heritage, Kim, Vendlinski, & Herman, 2009). However, the findings describe widespread practices that support both what Davison andLeung (2009) andSoltero-González, Escamilla, andHopewell (2012) discuss in their work. That is, many teachers in DLB programs do not possess or are not supported to develop an underlying vision of how formative assessment supports biliteracy.…”

Section: Theme 2: Assessing Emergent Bilinguals As Monolingualsmentioning

confidence: 61%

“…The importance of a dynamic bilingual perspective for the education of emergent bilinguals is critical to teachers' total understanding of emergent bilinguals (Flores & Schissel, 2014;García, 2009;Hopewell, 2011;Soltero-González, Escamilla, & Hopewell, 2012). The move away from parallel monolingualism where students are taught literacy and language skills in each of their languages separately to dynamic bilingualism is an important one for instruction.…”

Section: Discussionmentioning

confidence: 98%

“…Parallel bilingualism A framework in which bilinguals are viewed as two monolinguals in one (Baker, 2011). Therefore, competencies in each language are not used to "mutually reinforce" areas of instruction such as literacy (Soltero-González et al, 2012). Dual-Language Bilingual (DLB)…”

Section: Bilingualism and Bilingualsmentioning

confidence: 99%

See 2 more Smart Citations

An Exploration of Elementary Teachers’ Views of Informal Reading Inventories in Dual Language Bilingual Programs

Ascenzi-Moreno

2016

Literacy Research and Instruction

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Section: Theme 2: Assessing Emergent Bilinguals As Monolingualsmentioning

confidence: 61%

Section: Discussionmentioning

confidence: 98%

See 1 more Smart Citation

An Exploration of Elementary Teachers’ Views of Informal Reading Inventories in Dual Language Bilingual Programs

Ascenzi-Moreno

2016

Literacy Research and Instruction

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“…Important research on pedagogical aspects of translanguaging have included studies of the ways in which students use their two languages in combination to support bilingual acquisition in small group activities (Martin‐Beltrán, 2014), teachers’ dynamic and interactive use of two languages in classroom instructional settings (Palmer, Martínez, Henderson, & Mateus, 2014), the effects of using two languages concurrently in the teaching of reading (Soltero‐González & Butvilofsky, 2015; Soltero‐González, Sparrow, Butvilofsky, Escamilla, & Hopewell, 2016), among many others. Researchers have used a variety of terms to describe language mixing in classroom contexts, including translanguaging (Durán & Palmer, 2013; García, 2009; Gort, 2015; Gort & Sembiante, 2015; Henderson & Palmer, 2015; Hornberger & Link, 2012; Martin‐Beltrán, 2014; Martínez, Hikida, & Durán, 2015; Martínez‐Roldán, 2015; Palmer et al., 2014; Sayer, 2013; Smith & Murillo, 2015), hybrid language practices (Gutieírrez, Baquedano‐López, & Tejeda, 1999; Gutiérrez, Bien, Selland, & Pierce, 2011; Palmer & Martínez, 2013), holistic bilingualism (Soltero‐González, 2009; Soltero‐González & Butvilofsky, 2015; Soltero‐González et al., 2016; Soltero‐González, Escamilla, & Hopewell, 2011), and codeswitching (Cook, 2001; Fuller, 2009, 2010; Gort, 2012; Martínez, 2010; Moschkovich, 2007; Nava, 2009; Palmer, 2009; Reyes, 2004; Shin, 2005), following the foundational work of Jacobson (1978, 1981, 1990), Milk (1986, 1990), and Faltis (1989, 1990, 1996). See contributions to MacSwan and Faltis (2020) for further examples.…”

Section: Aspects Of Translanguagingmentioning

confidence: 99%

Translanguaging, language ontology, and civil rights

MacSwan

2020

World Englishes

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The author presents a critique of the deconstructivist perspective on translanguaging, which doubts the ontology of discrete speech communities. This paper argues that such a position is inconsistent with a civil rights orientation on language education policy. The paper identifies three aspects of translanguaging -conceptual, pedagogical, and theoretical. It argues that one approach to translanguaging theory, which accepts the deconstructivist perspective on language ontology, is at odds with a civil rights orientation, the backbone of language education policy in the US. The author argues instead for a linguistically and sociolinguistically robust theory of translanguaging. [Correction added on 20 March 2020, after first online publication: Second and fourth sentences in this abstract section have been edited for consistency.]

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“…Paired literacy practices are not duplicative and do not involve concurrent translation across languages (Escamilla et al, 2014). Emerging empirical research establishing the potential of paired literacy biliteracy programs and concomitant assessment practices includes work by Soltero-González, Hopewell, and Escamilla (2012), Soltero-González, Sparrow, Butvilof sky, Escamilla, and Hopewell (2016), and Sparrow, But vilofsky, Escamilla, Hopewell, and Tolento (2014).…”

Section: Literacy Acquisition Differs Between Emerging Bilingual and mentioning

confidence: 99%

Beyond Monolingual Reading Assessments for Emerging Bilingual Learners: Expanding the Understanding of Biliteracy Assessment Through Writing

Butvilofsky¹,

Escamilla²,

Gumina³

et al. 2020

Reading Research Quarterly

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Emerging bilingual learners’ biliteracy abilities are often underestimated when monolingual reading assessments, such as the DIBELS, are used to identify students as having difficulties in learning or to guide literacy instruction. The authors propose a holistic form of biliterate assessment that uses writing as a means to understand what emerging bilingual learners actually know about literacy. In this qualitative study, the authors raise serious concerns about using DIBELS and question its adequacy for measuring literacy skills for students in the early and intermediate stages of English‐language development, as well as its limitations in providing relevant information about students’ biliteracy. Through qualitative analysis of three sets of writing samples collected from 29 second‐grade students, the authors illustrate the biliteracy skills and abilities that these students possessed holistically across Spanish and English. The students selected for this study were identified by DIBELS scores as reading below or well‐below benchmark. However, through the qualitative analysis of their writing, the authors were able to document the students’ literacy understandings across languages in their second‐grade year through the organization of their written texts, change in sentence constructions, and alphabetic skills knowledge. This work is significant to the field of bilingual and biliteracy instruction in that biliterate writing assessment provides a means to understanding developing reading skills that is broader in scope and is appropriate for assessing the totality of emerging bilingual learners’ biliteracy development.

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Changing teachers’ perceptions about the writing abilities of emerging bilingual students: towards a holistic bilingual perspective on writing assessment

Cited by 72 publications

References 15 publications

An Exploration of Elementary Teachers’ Views of Informal Reading Inventories in Dual Language Bilingual Programs

An Exploration of Elementary Teachers’ Views of Informal Reading Inventories in Dual Language Bilingual Programs

Translanguaging, language ontology, and civil rights

Beyond Monolingual Reading Assessments for Emerging Bilingual Learners: Expanding the Understanding of Biliteracy Assessment Through Writing

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