Bilingual literacy learning in adult education

Zenodo (CERN European Organization for Nuclear Research), 2017

This article is part of a collection of articles based on presentations from the 2016 Symposium held at Universidad de Granada in Grenada, Spain. Please note that the year of publication is often different than the year the symposium was held. We recommend the following citation when referencing the edited collection. Sosiński, M. (Ed.) (2017). Alfabetización y aprendizaje de idiomas por adultos: Investigación, política educativa y práctica docente/Literacy education and second language learning by adults (LESLLA): Research, policy and practice. Universidad de Granada. LESLLA aims to support adults who are learning to read and write for the first time in their lives in a new language. We promote, on a worldwide, multidisciplinary basis, the sharing of research findings, effective pedagogical practices, and information on policy.

Theory Into Practice, 2006

Informes del Observatorio / Observatorio Reports, 2016

This exploratory study was conducted to evaluate the Spanish literacy skills of fourth grade students in a two-way immersion program in the United States after participating in a vocabulary enrichment program.

Critical Multilingualism Studies, 2014

1979

EV,Ack lug uth thr, Rthugual Community is a collection of five papers dealing with parental community involvement in bilingual education. Maria Este la Brisk discusses the subject in light of legislative and judicial issues. Marra B. Cerda and Jean J. Schensul describe in detail a Chicago program designed to train parental leaders in the Hispanic community. Kennith York discusses the Mississippi Choctaw Bilingual Education Program and how parents and community members have contributed to its initiation, growth. an(success. Norberto Cruz summarizes his recent research identifying roles and functions of parent advisory councils serving Title VII Spanish-English programs. In the finitl paper Alberto Ochoa examines the need for parental participation, presents three approaches for involving the community, and suggests actiy it ies for generating parental interest and support. One of the functions of the Natignal Clearinghouse for Bilingual Education is to publish documents addressing the specific information needs of the bilingual edwzation field. We are pleased to add this collection of papers to our growing list of publications. Subsequent Clearinghouse products will similarly seek to contribute information and knowledge which can assist in the education of minority culture and language groups in the United States.

Problems facing literacy education include how to attract nonEnglish speaking and illiterate adults to the programs and how to reduce attrition and increase motivation for the students who do come to the programs. One method that could help to solve these problems is "community literacy," an approach to learning in which the curriculum is derived from the needs of students and in which students and teachers are actively engaged in the process of learning and community development. Community literacy could help overcome the learning barriers many literacy/English-as-a-second-language (ESL) students face, such as poor self-image or lack of relevancy of the curriculum to their lives. At present, many literacy programs unwittingly reinforce learning conflicts; for example, some ESL literacy tests have hidden cultural and social assumptions that stereotype the learners. Instead, such materials could be changed to correspond to the actual situations and life issues that students confront. With this new student-developed material, the teacher would use a five-step inductive questioning strategy, moving from asking students specific informational questions to exploring the nature of the problem presented in the text and considering possible actions to change the situation. Because literacy is only one of the many problems adults face, other supportive services should be provided; community sites for satellite centers should be developed; in addition, literacy instruction should be incorporated into existing community programs. (KC)

The rural educator, 2019

Pues, yo creo que um, revuelto o mezclado. De mi parte o y de parte del papa, hablamos en español, y ellos nos hablan en inglés. Es como común para nosotros ya, que nosotros le hablamos en español y nos contestan en inglés Well, I believe we are messy and mixing it up. For me and also for their dad, we speak in Spanish and with them, they speak in English. It’s common for us, that we speak in Spanish and they respond in English. (Family 1 of Fredonin)

Linguistics and Education, 2005

One of most fascinating qualities of words is that they can signify multiple meanings, and as Cadiero-Kaplan attempt to make clear, who benefits when certain meanings are privileged over others can have far-reaching implications for practices. Three words that appear in the title of this book, literacy, curriculum, and critical are the main contested meanings that Cadiero-Kaplan unpacks, with an eye toward engaging readers in a Freirianesque journey of consciensization to realize the larger historical, political, and economic spaces within which the meanings of these words exists. A central goal of this book, then, is pose and expose the literacy curriculum as a problem of who forms, legitimizes, and disconfirms the meaning of practices that inform the experiences of teachers and students alike.

1995

This paper addresses the educational needs of children who speak English as a Second Language (ESL) and considers the issues that are critical to providing these children with beneficial classroom environments, focusing on the effective instruction of bilingual children who are placed in classrooms with monolingual teachers and monolingual instruction. Eight specific points address such concerns as use of the first language; first language and parent influence; cognitive abilities; the relationship between reading, listening, and speaking; situational impact; sources of learning difficulties; and assessment concerns. It is suggested that when teachers understand the role of the first language in literacy learning and build on it as a foundation for the development of English literacy, children who speak English as a second Language experience greater success In school. (Contains 37 notes.) (NAV) Reproductions supplied by EDi,S are the best that can be made * from the original document.

Community Factors and Bilingual Education in the United States of America , 2018

The United States of America is undoubtedly inseparable from the theme of language and its cultural coexistence which, due to its ethnic and human diversity, reflects its pluralism and wealth, but on the other hand generates a crisis of national identity and specifically linguistic in their states tormenting their future. Therefore, the role of language in the media is of greater relevance, especially in a moment dominated by globalisation, information and by the concept of culture of innovation where the world works faster, or so it seems. In 1960 the civil rights movement helped to sensitise the country to the need for bilingual schooling. This stage was a long-awaited response to the needs of various linguistic minority groups, dramatized by the educational situation of Mexican Americans in the Southwest, Puerto Ricans in New York and other parts of the East Coast, and the arrival of political exiles Cubans in Miami. Thus, in 1969, Congress passed and transformed into law the bilingual Education Act with Title VII of the Basic and Secondary Education Act. In this paper the author presents some issues of bilingual education in the USA a multicultural and multilingual nation where community factors have a direct influence on bilingual education and the effects that this influence has on the American educational system and we confront bilingual education in Mozambique. Keywords: Bilingual Education, Bilingual Programs, Minority Languages, First Language, Second Language

1981

Sociolinguistic infortiatitin is needed for proper implementation Of bilingual education programs. The_sarvey_discussed here was designed to provide information on the sociolinguistic parameters in the bilitgittl commtihity; identifidation Of the_transfer or maintenance status of Spanish, and the selection of a bilingual education program; A guettiOnnaire related to general langdage use and language preference patterns vas administered to educateitt and Parents in a small; rural CoIorad6 COMmunity_i_which had hal a bilingual education proaram fcit fodt years. They were also asked to examine models of bilingual programs to determine the type of program *hey would prefer to their own. The results demonstrated that educators and parents differ in their sociolinguistic characteristics and in their_selection of a bilingual education program model. These results challenge the assumptions that tesching/adMiniStrative staff in bilingual programs themselves reflect bilingual goals and orientations in their behaViOtv and that ethnicity rather that socioeconomic or educational factors ig a primary influence in language maintenance. The unintentional_ exclusion of-children frOM the_ survey is seen as a flate and refleCtive of the tendency to exclude those most affected by a policy frOM the policy-making process. (AMHI

This ethnographic case study was concerned with the role of community-based, minority-language resources in dual language schooling, and their influence on the use of Spanish by children from English-speaking and Spanish-speaking homes. Integrating theory from the fields of language planning, language revitalization, community participation, and funds of knowledge, the study triangulated data from participant observation in classrooms; interviews with educators, parents, and community members; and document and archival analysis. Examination of minority-language use at an established, highly regarded dual language school and of the shifting patterns of language dominance in the Mexican American neighborhood surrounding it revealed that the minority-language resources most immediately available-held by fluent bilingual elders and recent immigrants from Mexico-were less likely to be incorporated into planned curriculum than the knowledge and experiences of majority-language parents and elite bilinguals. This finding is attributed to the social distance between educators and neighborhood families, the ambivalence of Mexican American parents and school staff toward the use of non-standard varieties of Spanish in schooling, and the need for greater awareness of processes of language shift and loss. Implications for dual language practice and further research are discussed.

2007

1999

This study describes and analyzes the emerging literacy of kindergartners in one bilingual classroom, and focuses on three Spanish-dominant Puerto Rican children in that class. Using a qualitative approach, the study investigated emergent literacy in the classroom, home, and church contexts. The unit of analysis was the literacy event, any occasion in which a piece of writing is integral to the nature of participants' interaction with print and with other people who play the role of teacher. Networks of support available to the individuals and families were identified and described, and the nature of the teachers' roles and interactions were analyzed. It was found that in the classroom, the children participated in literacy events in both English and Spanish that combined phonics and meaning-making. It was in the classroom that the children had the most significant experience of reading for pleasure. At home, literacy was a necessary, highly valued, and highly significant skill used for instrumental, communicative, and religious purposes but not for pleasure. Parents tended to teach the children in didactic exchanges focusing on homework or religious texts. In religious settings as in homes, literacy was used for decoding, understanding, inherent meaning, memorizing, and reciting jointly. (Contains 24 references) (MSE)