Supporting literacy development in two‐way immersion classrooms (Grades 3–5)
Bibliographic Data
| ID | 8938377 |
|---|---|
| Authors | Jillian La Serna (Department of Educaitonal Leadership University of North Carolina at Charlotte Charlotte North Carolina USA, corresponding author) |
| Year | 2022 |
| Volume | 55 |
| Issue | 3 |
| Pages | 725-741 |
| Publication date | 2022-05-29 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12628 |
| OpenAlex | W4281660186 |
| Language | EN |
| References cited | 37 |
This paper draws from a broader research project and reports on literacy program supports and instructional strategies in two‐way immersion (TWI) classrooms (Grades 3‐5) where the partner language is Spanish. The study examined TWI classrooms in which students from multiple demographics were performing at or above the state average on reading exams and highlights commonalities across classrooms. Semi‐structured interviews, class observations, and documents such as lesson plans were used as primary sources and collected from nine teacher participants. Common literacy practices emerged during data analysis and coding. Using grounded theory for qualitative analysis, two programmatic structures emerged: (1) Spanish and English literacy intervention and (2) coordination of literacy standards across languages. In addition, a focus on fluency and utilization of on‐grade level texts were identified as instructional strategies in classrooms. After describing how these structures and instructional strategies were utilized, this paper discusses implications for further research and practical application for literacy instruction in intermediate, and elementary TWI programs
Class (philosophy · Demographics · Fluency · Focus group · Grounded theory · Linguistics · Literacy · Mathematics education · Pedagogy · Qualitative research · Reading (process · Reading comprehension · Sociology · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Foundations of Bilingual Education and Bilingualism
Native Spanish-Speaking Children Reading in English
Translanguaging in Bilingual Education
Promoting Language and Literacy in Young Dual Language Learners
Translanguaging and positioning in two-way dual language classrooms
The Critical Role of Vocabulary Development for English Language Learners
The intriguing role of spanish language vocabulary knowledge in predicting English reading comprehension.
Bilingualism, Biliteracy, and Learning to Read
The art of case study research
Cross-linguistic transfer in literacy development and implications for language learners
Generalizability in qualitative research
Si Se Puede! Academic Excellence and Bilingual Competency in a K-8 Two-Way Dual Immersion Program
Exito Bilingüe
The structure of age
Race, Power, and (In)equity Within Two-way Immersion Settings
Writing Ethnographic Fieldnotes, Second Edition
The Case Study Method in Social Inquiry
| Highly cited | No |
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