“You Give Me Idea!”: Collaborative Strides Toward Bilingualism, Biliteracy, and Cross-Cultural Understanding in a Two-Way Partial Immersion Program

Gort, Mileidis

doi:10.1080/15210960802526086

Cited by 38 publications

(34 citation statements)

References 15 publications

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“…These studies have found that literacy skills learned in one language are strongly correlated to literacy levels developed in an additional language both for languages that have the same alphabet as well as between languages with different orthographies (Cummins, 2000;Oller & Eilers, 2002;Montanari, Simón-Cereijido, & Hartell, 2016). Additional studies have documented that language interconnectedness is also bidirectional (Cook, 2003;Gort, 2008). In short, one might conclude that failure to consider the development of students' literacy development in two languages means that we cannot understand fully how children are using their two languages to learn, thereby restricting our ability to provide instruction that accelerates this learning.…”

Section: Discussionmentioning

confidence: 99%

What Gets Lost When English-Only Writing Assessment Is Used to Assess Writing Proficiency in Spanish-English Emerging Bilingual Learners?

Escamilla

Butvilofsky

Hopewell

2017

International Multilingual Research Journal

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Recent analyses of wide-scale writing assessment outcomes indicate that English writing achievement for fourth and fifth grade emerging bilingual learners continues to be an area of great concern. Utilizing the theory of holistic bilingualism and a mixed methods design, this study examines the writing skills of 44 emerging bilingual fourth and fifth graders. The purpose of this paper was to compare and correlate various writing outcomes as measured by the state's high stakes writing assessment, English language proficiency writing assessment, and an informal biliterate writing rubric. Results indicate that the majority of students are not acquiring proficiency in English writing as measured by English-only assessments. When students' Spanish and English outcomes are considered holistically, students' outcomes in Spanish surpassed English for the majority. Findings indicate the potential for a writing assessment protocol that is intentionally biliterate and that displays Spanish and English, together as a part of the assessment process.

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Section: Discussionmentioning

confidence: 99%

What Gets Lost When English-Only Writing Assessment Is Used to Assess Writing Proficiency in Spanish-English Emerging Bilingual Learners?

Escamilla

Butvilofsky

Hopewell

2017

International Multilingual Research Journal

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“…Ranker also found that the ELL children's appropriation of their teacher's instruction was supported through collaborative discussion and composing with their peers. Research with both native English speaking children and ELLs consistently demonstrates the importance of social collaboration to children's composing practices (Dyson 2003;Gort 2008;Gutiérrez et al 1999;Williams and Hufnagel 2005). We recommend that teachers encourage children to write collaboratively to support one another's appropriation of the concepts, strategies, and processes that were taught.…”

Section: Moving From Interactive To Independent Writingmentioning

confidence: 96%

Using Interactive Writing Instruction with Kindergarten and First-Grade English Language Learners

Williams

Pilonieta

2012

Early Childhood Educ J

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“…Experience is encoded in either of two languages and can be expressed in one or both languages; information also can be represented by switching between the languages (Malakoff & Hakuta, 1991). Hence, bilingual learners naturally explore the connections between their two developing languages and practice code switching in their interactions with other bilinguals as a normal part of membership in their linguistic communities (Freeman, 2000;Gort, 2006Gort, , 2008Hornberger, 2005;Martinez, 2010;Pérez, 2004). The second perspective highlights the role of talk and social interaction in the development of writing.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…As children differentiated between English and Spanish forms and word meanings in explanations and translations, they enhanced their metalinguistic awareness and engaged in higher-order, abstract thinking (Orellana & Reynolds, 2008). Such cross-linguistic interactions appear to provide bidirectional language and literacy learning opportunities (Gort, 2006(Gort, , 2008(Gort, , 2011.…”

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

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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.

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“You Give Me Idea!”: Collaborative Strides Toward Bilingualism, Biliteracy, and Cross-Cultural Understanding in a Two-Way Partial Immersion Program

Cited by 38 publications

References 15 publications

What Gets Lost When English-Only Writing Assessment Is Used to Assess Writing Proficiency in Spanish-English Emerging Bilingual Learners?

What Gets Lost When English-Only Writing Assessment Is Used to Assess Writing Proficiency in Spanish-English Emerging Bilingual Learners?

Using Interactive Writing Instruction with Kindergarten and First-Grade English Language Learners

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

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