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

Abstract This article is focused on the discussion of three 4th grade students’ translanguaging practices in math and science classes in a Mandarin/English one-way dual language immersion program. In the U.S., the number of dual language immersion programs is increasing. While research strongly supports the benefits of bilingual programs, implementation challenges caused by a “dual” perception seem to remain unsolved. This article presents data excerpts collected and analyzed from a multi-case study to describe and discuss students’ translanguaging practices and their benefits in content learning contexts. Findings reveal that bilingual students are engaged in highly flexible and dynamic language use for meaningful learning, which contradicts the monolingual ideology permeated in dual language programs. In addition, findings from this study contribute to the understanding of Chinese/English bilingual students’ translanguaging practice in their learning, which contributed to the research on students’ linguistic practice in dual-language bilingual education.

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Perceived Metalinguistic and Cognitive Influences of Bilingual Education

GATESOL in Action Journal ◽

10.52242/gatesol.120 ◽

2021 ◽

Vol 31 (1) ◽

Author(s):

Margaret Ashton ◽

Eliana Hirano

Keyword(s):

Bilingual Education ◽

Dual Language ◽

Large Scale ◽

Academic Research ◽

Experimental Studies ◽

Language Immersion ◽

Bilingual Programs ◽

Dual Language Immersion ◽

Cognitive Influences ◽

Participant Response

Despite the substantial body of academic research regarding the metalinguistic and cognitive effects of bilingual education, most of the literature reports on large-scale experimental studies (e.g., Bialystok et al., 2010) while little is known about how individuals who have participated in bilingual programs view their learning outcomes. The objective of this study was to investigate whether there are trends in the self-perceived outcomes of bilingual immersion education on people who have spent at least four years in a bilingual educational setting. Ten individuals who met this criterion were interviewed and the audio recordings of their interviews were transcribed and analyzed inductively to allow themes to emerge from the participants’ words. Findings indicate there were identifiable themes in how participants perceived their education and the amount of time and specific grade levels spent in bilingual programs tended to correspond with certain participant response patterns. This study has implications for the many emerging Georgia dual language immersion programs and their recruitment strategies. Keywordsbilingual education, dual language immersion, metalinguistic ability, cognitive ability

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Experienced bilingual dual language elementary teachers and the reproduction of monoglossic ideology

NABE Journal of Research and Practice ◽

10.1080/26390043.2021.1986361 ◽

2021 ◽

pp. 1-20

Author(s):

Ryan W. Pontier ◽

Diana C. Ortega

Keyword(s):

Elementary Teachers ◽

Dual Language

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Children’s Cultural Identity Formation: Experiences in a Dual Language Program

GiST Education and Learning Research Journal ◽

10.26817/16925777.439 ◽

2019 ◽

Vol 18 ◽

pp. 86-108

Author(s):

Ilba Yaneth Rodríguez Tamayo ◽

Lina María Tenjo-Macías

Keyword(s):

Cultural Identity ◽

Language Learning ◽

Identity Formation ◽

Dual Language ◽

Relevant Information ◽

Elementary Student ◽

Language Program ◽

Bilingual Programs ◽

Dual Language Program ◽

Cultural Identity Formation

The role of cultural identity in bilingual programs has been barely discussed in regards to SLA. This research focuses on providing relevant information that helps in having more knowledge about the experiences that an elementary student has during the second language learning process in a bilingual program within a multicultural context. This qualitative study took place in a Dual Language Program in a public elementary school, in Northern Virginia, USA, where 17 students were immersed in a 50:50 program, that is, 50% of classes were in English and the other 50% in Spanish The information was collected by using in person interviews, focus group sessions, and participants and field observations. Receiving others’ influence; living situations as determiners of languages switch, and using two languages as a key aspect in self-esteem improvement, were the experiences which emerged as the ones which contributed in children’s cultural identity formation.

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Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

American Journal of Speech-Language Pathology ◽

10.1044/2020_ajslp-20-00029 ◽

2020 ◽

Vol 29 (3) ◽

pp. 1283-1300

Author(s):

Xigrid T. Soto ◽

Andres Crucet-Choi ◽

Howard Goldstein

Keyword(s):

At Risk ◽

Phonological Awareness ◽

Emergent Literacy ◽

Language Learners ◽

Literacy Instruction ◽

Dual Language ◽

Literacy Skills ◽

Dual Language Learners ◽

Probe Design ◽

Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

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Dynamic Assessment Language Tasks and the Prediction of Performance on Year-End Language Skills in Preschool Dual Language Learners

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-19-00120 ◽

2020 ◽

Vol 29 (3) ◽

pp. 1226-1240

Author(s):

Janet L. Patterson ◽

Barbara L. Rodríguez ◽

Philip S. Dale

Keyword(s):

Head Start ◽

Language Learners ◽

Language Impairment ◽

Dual Language ◽

Dynamic Assessment ◽

Dual Language Learners ◽

Achievement Testing ◽

Potential Applications ◽

Language Screening ◽

Relationship Of

Purpose Early identification is a key element for accessing appropriate services for preschool children with language impairment. However, there is a high risk of misidentifying typically developing dual language learners as having language impairment if inappropriate tools designed for monolingual children are used. In this study of children with bilingual exposure, we explored performance on brief dynamic assessment (DA) language tasks using graduated prompting because this approach has potential applications for screening. We asked if children's performance on DA language tasks earlier in the year was related to their performance on a year-end language achievement measure. Method Twenty 4-year-old children from Spanish-speaking homes attending Head Start preschools in the southwestern United States completed three DA graduated prompting language tasks 3–6 months prior to the Head Start preschools' year-end achievement testing. The DA tasks, Novel Adjective Learning, Similarities in Function, and Prediction, were administered in Spanish, but correct responses in English or Spanish were accepted. The year-end achievement measure, the Learning Accomplishment Profile–Third Edition (LAP3), was administered by the children's Head Start teachers, who also credited correct responses in either language. Results Children's performance on two of the three DA language tasks was significantly and positively related to year-end LAP3 language scores, and there was a moderate and significant relationship for one of the DA tasks, even when controlling for age and initial LAP3 scores. Conclusions Although the relationship of performance on DA with year-end performance varies across tasks, the findings indicate potential for using a graduated prompting approach to language screening with young dual language learners. Further research is needed to select the best tasks for administration in a graduated prompting framework and determine accuracy of identification of language impairment.

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Speech-Language Assessment Considerations for American Indian and Alaska Native Children Who Are Dual Language Learners

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig14.29 ◽

2017 ◽

Vol 2 (14) ◽

pp. 29-40 ◽

Cited By ~ 2

Author(s):

Christine Vining ◽

Edgarita Long ◽

Ella Inglebret ◽

Megan Brendal

Keyword(s):

American Indian ◽

Language Learners ◽

Alaska Native ◽

Dual Language ◽

Linguistic Diversity ◽

Critical Role ◽

Language Assessment ◽

Assessment Process ◽

Dual Language Learners ◽

Native Communities

The overrepresentation of American Indian and Alaska Native (AI/AN) children in special education, including children who are dual language learners (DLLs), is a major concern. Speech-language pathologists (SLPs) can play a critical role in reducing this overrepresentation. Using a holistic assessment process that is responsive to the communication patterns of home and community contexts provides a framework for distinguishing actual language disorders from differences associated with cultural and linguistic diversity. This article presents current trends in Native communities that may impact the speech-language assessment process, including a shift from indigenous languages to English and/or Native language revitalization efforts. It also provides a framework for guiding assessment in a manner that considers cultural and linguistic factors in speech-language assessment for AI/AN children who are DLLs.

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