Dual-language books as an emergent-literacy resource: Culturally and linguistically responsive teaching and learning

Abstract

The effectiveness of dual-language book reading in culturally and linguistically diverse classrooms is largely uncontested. Yet there are repeated calls for more research to determine how this resource can be used more broadly and effectively by teachers, especially in emergent-literacy learning contexts. In the present study we analysed culturally and linguistically responsive teaching and learning in dual-language book reading vignettes to demonstrate how teachers and volunteer readers build on linguistic and cultural repertoires of emergent-literacy learners to help them gain metalinguistic awareness, cultural empowerment and identities as capable learners. We argue that diversity can be embraced and multilingualism can be positioned as normal by using dual-language books to motivate discussion about language and cultural artefacts. The findings suggest a rethinking of classroom practices based on family involvement in the classroom and a subtle shift in the balance of authority and expertise among teachers, children and families.

Culturally appropriate pedagogy in a bilingual family literacy programme

“…They also need to recognise that families will support children's learning in ways that are not consistent with Western practices and perspectives. For example, they might not employ the verbal scaffolding that educators in Western societies tend to see as the way of supporting learning (Anderson et al, 2011;Naqvi et al, 2013). We believe that by critically examining the activities within a family literacy programme, educators can gain important insights into the culturally specific strategies that families utilise as they support their children and encourage and support these.…”

“…Because these interlinguistic resources are common to both the first and second languages, individuals are able to acquire or learn the second language regardless of the differences between the surface features of both languages (Francis, 2005;Schechter and Bayley, 2002). By promoting first language maintenance and valuing the literacy practices of families, the programme in this study demonstrates linguistically and culturally responsive teaching practices (Naqvi et al, 2013). It also calls into question assertions that family literacy programmes are based on a model that only promotes the transmission of school practices into family contexts (e.g.…”

Mapping Languages and Literacies With Multilingual Students in Australian Classrooms

“…An additional way to validate and leverage students’ home language was realized in the inclusion of dual‐language book reading programs (Naqvi, McKeough, Thorne, & Pfitscher, ). This involved reading stories in two languages simultaneously, with teachers reading in English and parents or community members reading in another language.…”

Expressive Morphological Skills of Dual Language Learning and Monolingual German Children: Exploring Links to Duration of Preschool Attendance, Classroom Quality, and Classroom Composition

“…This bilingualism doubtlessly holds many personal and societal advantages. Yet, it appears to pose a challenge for many DLLs in the development of the societal language skills, which is key when laying the foundation for success in school (Castro et al, 2003; Caspar and Leyendecker, 2011; Becker and Biedinger, 2016). Second, specific environmental factors may be of greater importance for DLLs, who, on average, may receive less and later exposure to the societal language (Hoff et al, 2012; Hammer et al, 2014).…”