Confounds in Assessing the Associations Between Biliteracy and English Language Proficiency

Datos Bibliográficos

ID9733394
AutoresChris Proctor (0000-0003-3492-9590, autor de correspondencia), C Patrick Proctor (0000-0001-5666-2765), Rebecca D Silverman (0000-0002-9785-0313)
Año2011
Volumen40
Número2
Páginas62-64
Fecha de publicación2011-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x11403138
OpenAlexW2119176188
IdiomaEN
Citas recibidas7
Referencias citadas5

It has long been theorized, if not exhaustively researched, that bilingualism and biliteracy are beneficial in promoting linguistic and academic gains; but the operationalization of these constructs is confounding. In the current study, the authors worked with 118 Spanish–English bilingual Latina/o students and investigated whether Spanish–English biliteracy (vs. English monoliteracy) was associated with stronger performance on three English metalinguistic measures. Results indicated an effect of biliteracy on these measures; however, English predictors were confounded with the biliteracy indicator, making results difficult to interpret. The authors argue that new measures that tap bilingualism and biliteracy as a single construct are necessary to move the field forward

Biculturalism · Bilingual education · Construct (python library · Language proficiency · Linguistics · Mathematics education · Metalinguistics · Multilingualism · Neuroscience of multilingualism · Operationalization · Pedagogy · Teaching method · Vocabulary development · Computer Science · Multilingual Education and Policy · Psychology · Reading and Literacy Development · Second Language Learning and Teaching