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Journal articles on the topic 'Biliteracy'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Hopewell, Susan, and Kathy Escamilla. "Biliteracy development in immersion contexts." Language Immersion Education 2, no. 2 (2014): 181–95. http://dx.doi.org/10.1075/jicb.2.2.02hop.

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Biliteracy is a greater and more complex form of literacy than monoliteracy. This paper provides a brief review of the research in the area of biliteracy in immersion contexts, and culminates by setting a research agenda for the coming decade. Three critical areas for research are identified: (1) creating a comprehensive theoretical framework for biliteracy development, (2) identifying and clarifying trajectories to biliteracy, and (3) developing better pedagogical practices to accelerate biliterate competencies and improve qualities of instruction.

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2

Rauch, Dominique P., Johannes Naumann, and Nina Jude. "Metalinguistic awareness mediates effects of full biliteracy on third-language reading proficiency in Turkish–German bilinguals." International Journal of Bilingualism 16, no. 4 (2011): 402–18. http://dx.doi.org/10.1177/1367006911425819.

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Bilingualism has been reported to be positively associated with both metalinguistic awareness and third-language (L3) acquisition. In the present research, the assumptions were tested that literacy in both first (L1) and second (L2) language (full biliteracy) is needed for bilingualism to be positively associated with L3 reading proficiency, and that positive effects of full biliteracy on L3 reading proficiency are mediated through metalinguistic awareness. L1, L2 and L3 reading proficiency and metalinguistic awareness were measured in 299 German and Turkish-German secondary school students. O

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3

Huang, Gary Gang. "Self-reported biliteracy and self-esteem: A study of Mexican American 8th graders." Applied Psycholinguistics 16, no. 3 (1995): 271–91. http://dx.doi.org/10.1017/s014271640000730x.

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ABSTRACTThe concept of proficient bilingualism or biliteracy (proficiency in reading and writing in both Spanish and English) has.been used in research on linguistic and academic processes among Mexican American children, but rarely has it been used to examine noncognitive outcomes in this population. Biliteracy – a quality that strengthens cultural identity and facilitates adaptation to the mainstream society – hypothetically contributes to the growth of self-esteem among Mexican Americans. Biliteracy is arguably more relevant to the development of self-concept among Mexican American children

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4

Durán, Leah. "Understanding young children’s everyday biliteracy: “Spontaneous” and “scientific” influences on learning." Journal of Early Childhood Literacy 18, no. 1 (2017): 71–96. http://dx.doi.org/10.1177/1468798417740617.

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This research describes the biliteracy learning of young bilingual children in an English as a Second Language classroom. In particular, it explores factors influencing their biliteracy in a context that provided systematic and formalized instruction only in English. Using a holistic perspective on bilingualism and sociocultural theories of learning, this study analyzes children’s writing and writing-related talk. In particular, this study draws on Vygotsky’s notion of “scientific” and “spontaneous” learning. The findings suggest that children used concepts that they had been systematically ta

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Jafar, Muhammad Basri. "MAINSTREAM TEACHERS’ ATTITUDE AND APPROACHES TO SUPPORT CHILDREN’S BILITERACY DEVELOPMENT IN AUSTRALIAN CLASSROOM CONTEXT." TEFLIN Journal - A publication on the teaching and learning of English 21, no. 2 (2015): 153. http://dx.doi.org/10.15639/teflinjournal.v21i2/153-171.

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This article examines the role ofmainstream teachers in supporting children’s biliteracy development and bilingualism in a public primary school where English is the medium of instruction. Itreports a research conducted in a public primary school in Australia. The researchemploys a longitudinal ethnographic approach to collect data on how the teachers perceive biliteracy and the extent to which the approaches they adopt impact on their biliteracy and bilingualism development. The research result demonstrates that the more supportive the teachers for biliteracy development and bilingualism are,

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6

Ng, Elaine. "Formulation processes of monolingual, bilingual, and biliterate writers: Effects of biliteracy." Australian Journal of Applied Linguistics 3, no. 3 (2020): 213–32. http://dx.doi.org/10.29140/ajal.v3n3.353.

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7

Hornberger, Nancy H. "Continua of Biliteracy." Review of Educational Research 59, no. 3 (1989): 271–96. http://dx.doi.org/10.3102/00346543059003271.

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8

Thapa, Sangita, and Theresa Wall. "An Early Look into Leveraging the Home Language for Biliteracy in the LESLLA Context." LESLLA Symposium Proceedings 16, no. 1 (2023): 77–94. https://doi.org/10.5281/zenodo.8075653.

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Situated in a pilot project exploring biliteracy teaching and learning with adult L2 learners with emergent literacy, this practitioner paper describes what the home language literacy lessons of a Nepali learner, Renuka, looked like in an early phase of the pilot. SLA has recognized the value of strategic L1 use in target language learning (Wrigley, 2003), and LESLLA researchers have identified a biliteracy pedagogical approach as an important area for future research. In the micro-context of the present study, this paper considers the potential for a biliteracy approach to promote crosslingui

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9

Haneda, Mari, and Gumiko Monobe. "Bilingual and biliteracy practices." Journal of Asian Pacific Communication 19, no. 1 (2009): 7–29. http://dx.doi.org/10.1075/japc.19.1.02han.

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In this paper, we report the findings of our qualitative inquiry conducted with two male and two female sojourner students in their early teens living in the United States. Sojourner students, an under-researched population in literacy studies, refers to expatriate children who reside and study abroad for a number of years because of their parents’ jobs and who anticipate eventual return to their home country. Our participants were Japanese sojourner students. Drawing on multiple sources of data, including the students’ literacy logs that documented their reading and writing activities in Japa

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10

Gentil, Guillaume. "Commitments to Academic Biliteracy." Written Communication 22, no. 4 (2005): 421–71. http://dx.doi.org/10.1177/0741088305280350.

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11

Kabuto, Bobbie. "Family Narratives of Biliteracy." Literacy 52, no. 3 (2017): 137–44. http://dx.doi.org/10.1111/lit.12132.

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12

Oshchepkova, Ekaterina S., Natalia A. Kartushina, and Ksenia O. Razmakhnina. "Bilingualism and Development of Literacy in Children: A Systematic Review." Psychology in Russia: State of the Art 16, no. 1 (2023): 3–25. http://dx.doi.org/10.11621/pir.2023.0101.

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Background. The importance of biliteracy in bilingual children’s development has been widely investigated and discussed for the last several decades, suggesting beneficial effects of writing and reading in two languages for bilingual children as well as for adult second language learners. Objective. To analyze research on the link between bilingualism and literacy development in two or more languages and the factors that may influence a successful or problematic biliteracy acquisition. RQ (1): What is the relationship between bilingualism and literacy of bilingual children? RQ (2): What strate

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Reyes, Iliana. "An ecological perspective on minority and majority language and literacy communities in the Americas." Colombian Applied Linguistics Journal, no. 11 (April 4, 2011): 106. http://dx.doi.org/10.14483/22487085.157.

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In this paper I discuss current sociolinguistic situations in linguistically diverse communities in the Americas, thereby contributing toward the development of a theoretical model that focuses on the ecology of emergent bilingualism and biliteracy for both language-minority and language-majority children. I analyze different examples in which children’s participation during family literacy events mediate the learning of the second language and their construction of meaning from print they encounter in their bilingual surroundings. The review points to the potential to develop bilingualism and

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Mao, Shuwen. "The Influence of Literature on Chinese-English Biliteracy Development in Classroom Settings." Communications in Humanities Research 33, no. 1 (2024): 250–55. http://dx.doi.org/10.54254/2753-7064/33/20240091.

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English is an important subject matter in China. For Chinese children, it is a necessary process to gain English literacy in an English as a Foreign Language (EFL) classroom. Through the process, how their biliteracy develops remains unclear. To investigate the issue, this study mainly focused on the influence of literature applied in EFL classrooms on Chinese students L2 English development. Results show that literature is beneficial for students biliteracy development in terms of improving reading ability. Literature contain vivid context suitable for L2 language practices, thus may unconsci

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15

Ballinger, Susan. "Towards a cross-linguistic pedagogy." Journal of Immersion and Content-Based Language Education 1, no. 1 (2013): 131–48. http://dx.doi.org/10.1075/jicb.1.1.06bal.

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This article reports on a 7-week classroom intervention in two Grade 3 French immersion schools near Montreal, Quebec, that enroll both English- and French-dominant students. The teaching intervention aimed to bridge the students’ first and second languages through collaborative language learning strategies designed to enhance students’ awareness of their and their partner’s language production and a ‘biliteracy’ project that linked English and French language arts content. Data collection consisted of audiotaped interactions between eight student pairs as they worked on collaborative tasks fo

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16

Heineke, Amy J., and Kristin J. Davin. "Prioritizing Multilingualism in U.S. Schools: States’ Policy Journeys to Enact the Seal of Biliteracy." Educational Policy 34, no. 4 (2018): 619–43. http://dx.doi.org/10.1177/0895904818802099.

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Fueled by immigration and globalization, the United States has evolved into a nation of linguistically diverse residents; however, English remains the dominant language in schools. A recent language policy initiative emergent in states across the nation, the Seal of Biliteracy challenges English monolingualism by promoting the development of students’ bilingualism and biliteracy by high school graduation. Using narrative inquiry, this study explores the policy journeys that states have taken to enact the Seal of Biliteracy, as educators and stakeholders come together to engage in grassroots po

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17

Nott-Bower, Aneta. "Dwupiśmienność (biliteracy) szansą na zrównoważony rozwój dziecka dwujęzycznego." Postscriptum Polonistyczne 26, no. 2 (2020): 91–104. http://dx.doi.org/10.31261/ps_p.2020.26.07.

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Autorka zwraca uwagę na zjawisko dwupiśmienności (biliteracy), czyli umiejętności czytania i pisania w dwóch językach. Prezentuje sposoby rozumienia tego zjawiska na tle badań nad bilingwizmem oraz alfabetyzacją. Podkreśla wysoką wartość naukową oraz praktyczną konceptu. Proponuje szerokie i zintegrowane ujęcie dwupiśmienności. Zdobywanie biliteracy prezentuje jako wieloletni, niekończący się proces. Autorka ukazuje potencjał dwupiśmienności do poprawy funkcjonowania dwujęzycznego (wzmacniania motywacji do nauki języka mniejszości, wspomagania rozwoju językowego i poznawczego, podnoszenia komf

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18

Durán, Leah. "Revisiting Family Message Journals: Audience and Biliteracy Development in a First-Grade ESL Classroom." Language Arts 93, no. 5 (2016): 354–65. http://dx.doi.org/10.58680/la201628589.

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This article focuses on ways of building on the linguistic resources of bilingual Latina/o children through the use of bilingual Family Message Journals. Drawing from sociocultural and translingual perspectives on literacy development, it examines first-grade students’ writing and biliteracy development over time as children wrote and responded to journal entries from family members. The article suggests ways that teachers can support students’ audience awareness, growth as writers, and biliteracy, even outside of bilingual education programs.

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19

Reyes, Iliana, and Nancy H. Hornberger. "Conversation Currents: The Continua of Biliteracy." Language Arts 93, no. 5 (2016): 397–402. http://dx.doi.org/10.58680/la201628594.

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This issue’s theme of biliteracy invites readers to consider the possibilities when we acknowledge and build on students’ existing language and literacy abilities. Nancy H. Hornberger, professor and Chair of Educational Linguistics at the University of Pennsylvania’s Graduate School of Education, and Iliana Reyes, research scientist at CINVESTAV, Mexico City, and associated faculty in language, reading, and culture at the University of Arizona, discuss the continuum of biliteracy and how teachers have used it to better acknowledge student language as a resource.

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20

Kayser, Hortencia. "Biliteracy and Second-Language Learners." ASHA Leader 9, no. 12 (2004): 4–29. http://dx.doi.org/10.1044/leader.ftr2.09122004.4.

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21

Pennington, Martha C. "Cross-language Effects in Biliteracy." Language and Education 10, no. 4 (1996): 254–72. http://dx.doi.org/10.1080/09500789608666712.

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22

Hornberger, Nancy H. "Biliteracy Contexts, Continua, and Contrasts." Education and Urban Society 24, no. 2 (1992): 196–211. http://dx.doi.org/10.1177/0013124592024002003.

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23

Reyes, Iliana. "Biliteracy Among Children and Youths." Reading Research Quarterly 47, no. 3 (2012): 307–27. http://dx.doi.org/10.1002/rrq.022.

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24

Ducuara, John J., and Hugo A. Rozo. "Biliteracy: A Systematic Literature Review about Strategies to Teach and Learn Two Languages." Theory and Practice in Language Studies 8, no. 10 (2018): 1307. http://dx.doi.org/10.17507/tpls.0810.08.

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This article describes the qualitative research findings with the objective of identifying the strategies implemented in the different educational levels (preschool, primary, high school, and, higher education) in order to develop biliteracy. A systematic literature review was carried out, by means of a search strategy rigorously defined. It aims to describe and evaluate the strategies used. The sample consisted of 122 publications, produced between 2007 and 2017. The results obtained allowed to identify the advances in terms of strategies regarding biliteracy in preschool, primary, high schoo

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25

Lyster, Roy, Jorge Quiroga, and Susan Ballinger. "The effects of biliteracy instruction on morphological awareness." Journal of Immersion and Content-Based Language Education 1, no. 2 (2013): 169–97. http://dx.doi.org/10.1075/jicb.1.2.02lys.

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This classroom intervention study investigated the effects of biliteracy instruction on Grade 2 students’ morphological awareness in French and English. Three pairs of partner teachers (French/English) participating in a professional development project co-designed and implemented biliteracy tasks across their French and English classes, which together comprised a total of 80 students identified as dominant in either French or English or as French-English bilinguals. The biliteracy instruction integrated a linguistic focus on derivational morphology with a thematic focus on illustrated storybo

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26

DAVIN, KRISTIN J. "Critical Language Testing: Factors Influencing Students’ Decisions to (Not) Pursue the Seal of Biliteracy." Harvard Educational Review 91, no. 2 (2021): 179–203. http://dx.doi.org/10.17763/1943-5045-91.2.179.

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In this investigation, Kristin J. Davin analyzes current and former emergent bilingual learners’ decisions to take or not take a language proficiency assessment in a home language to pursue a Seal of Biliteracy (SoBL). The SoBL is a policy adopted in forty states to counteract English-only ideologies by recognizing students who graduate high school bilingual and biliterate. Considering the power of assessments and the complexity of the decision to take a test of proficiency in one’s home language, this study uses the history-in-person framework to understand the factors that shape students’ de

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Heineke, Amy J., Kristin J. Davin, and Amy Bedford. "The Seal of Biliteracy: Considering equity and access for English learners." education policy analysis archives 26 (August 6, 2018): 99. http://dx.doi.org/10.14507/epaa.26.3825.

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The Seal of Biliteracy is a grass-roots language policy initiative that is sweeping across the United States. An award affixed to high school graduates’ transcripts and diplomas, the overarching purpose of the policy is to promote and foster students’ bilingualism and biliteracy in K-12 schools. Initiated in California in 2011, the policy has been modified significantly as stakeholders in 32 different states have drafted, passed, and enacted similar legislation in recent years. On its surface, the policy appears to hold promise in disrupting the monolingual norm prevalent in U.S. schools; howe

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28

Giambo, Debra A., and Tunde Szecsi. "Promoting and Maintaining Bilingualism and Biliteracy: Cognitive and Biliteracy Benefits & Strategies for Monolingual Teachers." Open Communication Journal 9, no. 1 (2015): 56–60. http://dx.doi.org/10.2174/1874916x01509010056.

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29

Rendón-Romero, Sara Isabel, Macarena Navarro-Pablo, and Eduardo García-Jiménez. "The biliteracy process in Primary Education: teachers and parents’ perceptions on the use of phonic methods to develop emergent biliteracy skills." Revista Investigación en la Escuela, no. 93 (2019): 31–45. http://dx.doi.org/10.12795/ie.2019.i99.03.

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30

Fu, Danling, and Xiaodi Zhou. "Opening Up Research on the Teaching of Reading by Looking beyond US Borders: What We Might Learn from Early Literacy Instruction in China." Research in the Teaching of English 58, no. 1 (2023): 48–62. http://dx.doi.org/10.58680/rte202332610.

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This article discusses early literacy instruction in China, including the impact of biliteracy education on Chinese society. This presentation is based on interviews with over two dozen scholars of Chinese literacy instruction, as well as primary early grades language arts classroom teachers from four different regions across China. The purpose of this examination of literacy education in China is to open our views of literacy instruction beyond US borders, especially in those countries with different language/literacy systems. Because of the rapid increase of emergent bilingual students in ou

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31

Poorebrahim, Fatemeh, Mohammad Afsharrad, and Behzad Ghonsooly. "Bilingualism, monoliteracy, and third language writing: A case from Turkish-Persian context in Iran." Indonesian Journal of Applied Linguistics 10, no. 2 (2020): 369–81. http://dx.doi.org/10.17509/ijal.v10i2.28608.

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Studies on third language (L3) acquisition have shown that biliteracy has a facilitative effect on L3 writing. By comparing performances of bilinguals and monolinguals in subsequent language (English) writing, this study attempts to find whether being bilingual but not biliterate is of help to L3 writing. To this end, 52 Turk-Fars bilingual and 57 Fars monolingual females participated in the study. Data were collected through the participants’ compositions and think-aloud protocols. A series of Mann Whitney U tests were employed to compare the groups’ total writing scores and scores in differe

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32

Wiley, Terrence G., and David Spener. "Adult Biliteracy in the United States." Modern Language Journal 79, no. 3 (1995): 434. http://dx.doi.org/10.2307/329362.

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33

Rosas, Irma Vargas. "Adult Biliteracy: Sociocultural and Programmatic Responses." Journal of Latinos and Education 9, no. 1 (2010): 84–86. http://dx.doi.org/10.1080/15348430903253167.

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34

Curran, Mary Elizabeth. "Adult biliteracy: sociocultural and programmatic responses." International Journal of Bilingual Education and Bilingualism 12, no. 6 (2009): 725–28. http://dx.doi.org/10.1080/13670050802611704.

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35

Pugh, Stefan M. "L2 Literacy and Biliteracy: Linguistic Consequences." Annual Review of Applied Linguistics 12 (March 1991): 105–16. http://dx.doi.org/10.1017/s0267190500002178.

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Literacy studies can frequently be characterized as programmatic and/or evaluative: They focus on the need for literacy programs, on the social consequences of illiteracy, on ways in which the literacy level of a particular population group can be increased, or on the results of various programs already implemented. A glance at a bibliographic resource such as Hladczuk, et al. (1989) reveals that the majority of entries are devoted to “literacy campaigns” and “literacy programs,” “computers and literacy,” “functional literacy,” “history of literacy,” and “libraries and literacy.” Before the 19

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36

Buckwalter, Jan K., and Yi-Hsuan Gloria Lo. "Emergent biliteracy in Chinese and English." Journal of Second Language Writing 11, no. 4 (2002): 269–93. http://dx.doi.org/10.1016/s1060-3743(02)00088-7.

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37

Gentil, Guillaume. "A biliteracy agenda for genre research." Journal of Second Language Writing 20, no. 1 (2011): 6–23. http://dx.doi.org/10.1016/j.jslw.2010.12.006.

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38

AUERBACH, ELSA. "Adult Biliteracy: Sociocultural and Programmatic Responses." TESOL Quarterly 43, no. 2 (2009): 382–85. http://dx.doi.org/10.1002/j.1545-7249.2009.tb00183.x.

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39

Zhang, Zheng, and Wanjing Li. "Biliteracy Learners’ Enacted Agency in Digital Storytelling: Creativity in a Cross-Border, Online, Emergent, Biliteracy Curriculum." Journal of the Canadian Association for Curriculum Studies 18, no. 1 (2020): 66–67. http://dx.doi.org/10.25071/1916-4467.40570.

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This research investigated potentials of bilingual digital story-making for engaging creativity in Canadian biliteracy learners (i.e., learners in Canada who speak their heritage language of Mandarin but are more fluent in English) and Chinese biliteracy learners (i.e., learners in China who are fluent in Mandarin and learning English as a foreign language). Informed by asset-oriented multiliteracies, new media literacies and new materialism, this research adopted an ethnography methodology to explore the communal and socio-material practices embedded in the intra-actions of human, matter and

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40

Zoeller, Emily, and Allison Briceño. "Linguistic Justice: Lessons Learned from Teaching Black Multilinguals." Language Arts 100, no. 3 (2023): 223–28. http://dx.doi.org/10.58680/la202332265.

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Nunez, Idalia. "“Le Hacemos La Lucha”: Learning from Madres Mexicanas’ Multimodal Approaches to Raising Bilingual, Biliterate Children." Language Arts 97, no. 1 (2019): 7–16. http://dx.doi.org/10.58680/la201930233.

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42

Stewart, Mary Amanda, and Douha Abbasher. "Supporting Biliteracy in the English Language Arts through Family Partnerships: Cases of Early Childhood Teachers and Their Arabic- and Russian-Speaking Students." Research in the Teaching of English 59, no. 1 (2024): 1–28. https://doi.org/10.58680/rte202459119.

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Although research illustrates the benefits of biliteracy, most bilingual students will not have access to a bilingual education program in which they receive official instruction in all their languages. However, the English language arts can become a space where any teacher can support students’ biliteracy through purposeful curricular, instructional, and family engagement choices. This case study of two early childhood educators illustrates specific actions teachers took in their language arts instruction to support home language literacy development, along with English, even with languages t

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43

Chao, Xia, and Xiufang Ma. "Transnational habitus: Educational, bilingual and biliteracy practices of Chinese sojourner families in the U.S." Journal of Early Childhood Literacy 19, no. 3 (2017): 399–423. http://dx.doi.org/10.1177/1468798417729551.

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Grounded in the perspectives of language socialization and transnational habitus, this one-year ethnographic case study explores two middle-class Chinese sojourner families’ educational, bilingual and biliterate practices after their arrival in the U.S. It addresses the process that their middle childhood children experienced, from the excitement of the new English-speaking environment to linguistic and social isolation, to their adaptation to the environment and, finally, to transnational uplift. The families’ transnational practices throughout the four phases are shaped by their economic, ed

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44

Reyes, Iliana, and Patricia Azuara. "Emergent Biliteracy in Young Mexican Immigrant Children." Reading Research Quarterly 43, no. 4 (2008): 374–98. http://dx.doi.org/10.1598/rrq.43.4.4.

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45

Linton, April. "Undocumented Uruguayan Immigrants: Biliteracy and Educational Experiences." Contemporary Sociology: A Journal of Reviews 40, no. 3 (2011): 338–39. http://dx.doi.org/10.1177/0094306110404515hh.

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46

Huerta, Mary Esther Soto. "Fourth-Grade Biliteracy: Searching for Instructional Footholds." Journal of Latinos and Education 9, no. 3 (2010): 223–38. http://dx.doi.org/10.1080/15348431003761208.

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47

McNair, Jonda C., Deanna Day, Karla J. Möller, and Angie Zapata. "Children’s Literature Reviews: Biliteracy and Children’s Literature." Language Arts 93, no. 5 (2016): 392–96. http://dx.doi.org/10.58680/la201628593.

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This children's literature review column features books with characters in contexts where multiple languages are spoken, books written in multiple languages (about culturally specific topics such as lucha libre and salsa that meaningfully connect to the language), and books in which a second language is naturally interspersed throughout the text.

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48

Reyes, Iliana. "Exploring connections between emergent biliteracy and bilingualism." Journal of Early Childhood Literacy 6, no. 3 (2006): 267–92. http://dx.doi.org/10.1177/1468798406069801.

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49

Pérez, Bertha. "Biliteracy practices and issues in secondary schools." Peabody Journal of Education 69, no. 1 (1993): 117–35. http://dx.doi.org/10.1080/01619569309538754.

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50

Hornberger, Nancy H., and Holly Link. "Translanguaging in Today's Classrooms: A Biliteracy Lens." Theory Into Practice 51, no. 4 (2012): 239–47. http://dx.doi.org/10.1080/00405841.2012.726051.

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