Gotowe bibliografie tematyczne / Biliteracy

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Gotowa bibliografia na temat „Biliteracy”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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Artykuły w czasopismach na temat "Biliteracy"

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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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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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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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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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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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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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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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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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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Rozprawy doktorskie na temat "Biliteracy"

Shibani, Fathia El. "Biliteracy and academic success: The experiences of selected Libyan students." University of the Western Cape, 2019. http://hdl.handle.net/11394/6953.

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Magister Artium - MA<br>This study is an investigation into the biliteracy skills (in Arabic and English) employed by Libyan students at the University of the Western Cape to gain their academic success. Nowadays, international students form a significant number in every academic institution. The study attempts to show that there are literacy factors beyond basic editing of written tasks by biliterate students studying outside their country of origin that need to be acknowledged as contributing to their success in completing such tasks. Qualitative research methods - a questionnaire and

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Fierro, Ana V. "Multimodal Biliteracy in the Arizona-Sonora Borderland." Thesis, The University of Arizona, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10811178.

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<p> This qualitative study explored multimodal biliteracy found in the Arizona-Sonora borderland, a region thriving with linguistic and cultural diversity despite having an English-only policy. According to Reyes (2012) biliteracy is to think, speak, read, and write in two or more languages, and there are various modes for reading and writing in the 21st century (Reyes, Acosta, Fierro, Fu, & Zapien, 2017). This dissertation focused on Spanish and English bilinguals. First, I present a literature review (Appendix A) informed by a sociocultural framework (Vygotsky, 1978) for understanding bi

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DeLeon, Tanya M. "The New Ecology of Biliteracy in California| An Exploratory Study of the Early Implementation of the State Seal of Biliteracy." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3639305.

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<p> Nearly 25,000 graduating high school students across California have earned state recognition for achieving proficiency in multiple languages in 2014. This exploratory, mixed-methods study investigated the early implementation of the State Seal of Biliteracy (SSB) in California. Sixty-two district personnel were surveyed, three SSB directors were interviewed, and a document review was conducted. Overall, the study revealed four themes that influence the implementation of the SSB at the district level: Intentional Creation of an Ecology of Biliteracy, Developing Notions for Biliteracy Scrip

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DeLeon, Tanya Margarita. "The New Ecology of Biliteracy in California: An Exploratory Study of the Early Implementation of the State Seal of Biliteracy." Digital Commons at Loyola Marymount University and Loyola Law School, 2016. https://digitalcommons.lmu.edu/etd/197.

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Nearly 25,000 graduating high school students across California have earned state recognition for achieving proficiency in multiple languages in 2014. This exploratory, mixed-methods study investigated the early implementation of the State Seal of Biliteracy (SSB) in California. Sixty-two district personnel were surveyed, three SSB directors were interviewed, and a document review was conducted. Overall, the study revealed four themes that influence the implementation of the SSB at the district level: Intentional Creation of an Ecology of Biliteracy, Developing Notions for Biliteracy Scripts a

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Hancock, Andrew John. "Chinese children's experiences of biliteracy learning in Scotland." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5873.

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This thesis explores the experiences of Chinese children acquiring literacy in both Chinese and English in Scotland. A three-dimensional research design is adopted in order to take into account the influential domains where children are exposed to literacy learning. First, it investigates the attitudes and approaches to literacy learning in fourteen Chinese homes, with evidence gathered from semi-structured interviews with parents. Second, observations of and conversations with children and Chinese teachers in a Chinese complementary school in the central belt of Scotland provide insights into

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Joo, Hyungmi. "Biliteracy development a multiple case study of Korean bilingual adolescents /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117652969.

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Watanabe, Tetsuta 1962. "Biliteracy practices of Japanese-English bilingual children in Melbourne, Australia." Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/5592.

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Malloy, Mary Ellen. "A view with a room : grounded middle school biliteracy theory /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487953567768827.

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Cevallos, Tatiana Margarita. "Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1790.

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Over the past 20 years, the United States has seen a rapid increase in school age students entering PK-12 schools for whom English is not their primary home language. These students are known as English learners (ELs). In Oregon, 77% of ELs speak Spanish and constitute the largest minority group, 21% of the total K-12 student enrollment in 2011-2012. With such potential for bilingualism in schools, bilingual teachers should be prepared to teach biliteracy effectively, especially in the early school years when students learn to read. There is an increasing demand for bilingual teachers in Orego

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Gentil, Guillaume. "Academic biliteracy and identity construction : case studies of Francophone science writers." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82880.

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This inquiry explores how eight young francophone scientists within anglophone and francophone postsecondary institutions in Montreal and Paris developed academic literacies in English and French, and constructed identities as members of national, linguistic, academic, and socio-cultural groups. I define literacy development as an individual's development of writing competencies and appropriation of language and social practices in and around written texts within specific socio-cultural, interactional, and discursive contexts. I adopt a socio-cultural, hermeneutic approach to literacy a

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Książki na temat "Biliteracy"

Hornberger, Nancy H., ed. Continua of Biliteracy. Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596568.

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M, Rivera Klaudia, and Huerta-Macías Ana, eds. Adult biliteracy: Sociocultural and programmatic responses. Lawrence Erlbaum Associates, 2008.

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1961-, Spener David, Center for Applied Linguistics, and National Clearinghouse on Literacy Education., eds. Adult biliteracy in the United States. Center for Applied Linguistics, 1994.

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Pessoa, Silvia. Undocumented Uruguayan immigrants: Biliteracy and educational experiences. LFB Scholarly Pub., 2010.

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Pessoa, Silvia. Undocumented Uruguayan immigrants: Biliteracy and educational experiences. LFB Scholarly Pub., 2010.

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Pessoa, Silvia. Undocumented Uruguayan immigrants: Biliteracy and educational experiences. LFB Scholarly Pub., 2010.

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Davin, Kristin J., and Amy J. Heineke. The Seal of Biliteracy in Higher Education. Routledge, 2024. http://dx.doi.org/10.4324/9781032667249.

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E, Torres-Guzmán Maria, ed. Learning in two worlds: An integrated Spanish/English biliteracy approach. Longman, 1992.

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E, Torres-Guzmán Maria, ed. Learning in two worlds: An integrated Spanish/English biliteracy approach. 3rd ed. Allyn and Bacon, 2002.

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E, Torres-Guzmán Maria, ed. Learning in two worlds: An integrated Spanish/English biliteracy approach. 2nd ed. Longman Publishers USA, 1996.

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Części książek na temat "Biliteracy"

McBride, Catherine, and Fateme Mohseni. "Chapter 4. Biliteracy." In Studies in Bilingualism. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/sibil.64.04mcb.

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Biliteracy refers to the ability to be able to read and write in multiple languages. In different parts of the world, biliteracy and bilingualism may co-occur in some communities, but disconnect in others. This chapter explores some of the linguistic aspects associated with bilingualism and biliteracy focusing on component skills necessary to read in different writing systems. In addition, we examine cross-linguistic influences in component literacy skills across first (L1) and second (L2) languages. The need to understand the converging and diverging processes to reading in L1 and L2 has pote

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Bauer, Eurydice B., and Soria E. Colomer. "Biliteracy." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_113-1.

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Bauer, Eurydice B., and Soria E. Colomer. "Biliteracy." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_113.

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Ann O'Brien, Beth, and Malikka Begum Habib Mohamed. "Emergent Biliteracy." In Routledge International Handbook of Visual-motor skills, Handwriting, and Spelling. Routledge, 2023. http://dx.doi.org/10.4324/9781003284048-29.

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Porter, Elizabeth. "Pathways to Biliteracy." In Teaching World Languages with the Five Senses. Routledge, 2023. http://dx.doi.org/10.4324/9781003293439-7.

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Moss, Grant D., and James A. Gambrell. "Seals of Biliteracy." In The Seal of Biliteracy in Higher Education. Routledge, 2024. http://dx.doi.org/10.4324/9781032667249-10.

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Vaish, Viniti. "Biliteracy and Globalization." In Literacies and Language Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02252-9_10.

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Vaish, Viniti. "Biliteracy and Globalization." In Literacies and Language Education. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02321-2_10-1.

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Hornberger, Nancy H. "Continua of biliteracy." In Studies in Written Language and Literacy. John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/swll.1.18hor.

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Tedick, Diane J., and Roy Lyster. "Scaffolding biliteracy development." In Scaffolding Language Development in Immersion and Dual Language Classrooms. Routledge, 2019. http://dx.doi.org/10.4324/9780429428319-14.

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Streszczenia konferencji na temat "Biliteracy"

Montemayor, Aurelio. "Family Leadership and Biliteracy: Using Freire's Philosophy." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1571427.

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Villegas, Joaquin, and Carlos R. Calderon-Diaz. "DUAL LANGUAGE AND TRANSLANGUAGING: PRACTICES PROMOTING STUDENT BILITERACY." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1770.

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Barton, Reka. "Toward Equitable Educational Opportunities: The Global Seal of Biliteracy." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1894094.

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Lucas, Melissa. "Parent-Teacher Communication About Bilingualism and Biliteracy During Home Visiting." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1683592.

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Dillon, Anna. "Cross-Cultural Co-Teaching for Emergent Arabic-English Biliteracy in Kindergarten." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1439097.

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Degollado, Enrique. "Stories From a South Texas Escuelita: Genealogies of Biliteracy in Nepantla." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1576692.

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Nieto, David. "Understanding the Seal of Biliteracy: Challenges and Opportunities in the Implementation." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1586897.

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Villegas, Joaquin. "DUAL LANGUAGE INSTRUCTION THROUGH TRANSLANGUAGING: SUPPORTING STUDENTS BILITERACY ACROSS GRADE LEVELS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0138.

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Patarapichayatham, Chalie. "Spanish and English Biliteracy: A Linear Growth Model for Two Parallel Processes." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1582036.

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Villegas, Joaquin, and Maria Josefina Vargas. "THE SEAL OF BILITERACY: BRINGING LANGUAGES ACROSS CULTURAL BOUNDARIES- AN ILLINOIS SHOWCASE." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0322.

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Raporty organizacyjne na temat "Biliteracy"

Cevallos, Tatiana. Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1789.

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Diaz-Philipp, Alma. Simultaneous Bilingual Middle School Students Becoming Biliterate: What Do Students Think About Their Biliteracy as Taught Through the "Bridge" Strategy in a Humanities Dual Language/Immersion Class? Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6856.

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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying po

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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Thei

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors ide

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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their dev

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Nakamura, Pooja, Adria Molotsky, Rosa Castro Zarzur, Varsha Ranjit, Yasmina Haddad, and Thomas de Hoop. Language of instruction in schools in LMICs: A systematic review - evidence brief. Centre for Excellence and Development Impact and Learning (CEDIL), 2023. http://dx.doi.org/10.51744/ceb11.

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Over the last 50 years, schooling has expanded dramatically in most low- and middle-income countries (LMICs). However, while children are in school more than ever before, on average, over 50% of them are not acquiring foundational literacy and numeracy skills, and that proportion is expected to increase to 70% over the coming years due to the Covid-19 pandemic.1 Although a myriad of factors contributes to this learning poverty, the role of language is essential as all learning happens in and through language. This systematic review, funded by the Centre of Excellence for Development Impact and

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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School pri

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