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Rozprawy doktorskie na temat „Biliteracy”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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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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Egger, Evelyn. "Development of biliteracy in bilingual children : effects on language and cognition." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/78760/.

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The present thesis provides a comprehensive assessment of Greek-English bilingual children’s language and literacy skills in both languages as well as their cognitive abilities. Moreover, patterns of predictors of word reading and reading comprehension are compared between monolinguals and bilinguals, and across the two languages. Different indices of biliteracy were calculated to assess their predictive validity with regard to oral language and executive function skills. Results showed clear bilingual profile effects which were more pronounced in the minority language Greek. Vocabulary was fo

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Arnot-Hopffer, Elizabeth Jane. "Las Tres Amigas: A Study of Biliteracy From Kindergarten Through Adolescence." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195970.

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This is a longitudinal study that examines children's perspectives on the development of biliteracy. The theories of children as they learn through two languages reflect a crucial source of knowledge that has received little attention in the research. This study is concerned with the ways in which children learn to read and write in two languages for academic and social purposes as they encounter discourse laden with ideological contradictions.Using a case study design, the study draws on theoretical frameworks from the fields of language socialization, biliteracy, dual language education, a

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McCray, Joanna Rachel. "BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/138.

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Quantitative data examined the effectiveness of a Two Way Bilingual Immersion program on the biliteracy and academic achievement of elementary English learners in southern California. Scores from the California Standards Test (CST) for language arts and mathematics were used to compare the effects of a bilingual curriculum on Hispanic English learners and Hispanic English Only Speakers. English learners' average group scores increased significantly; average group scores for English Only Students' decreased. The Standards Test in Spanish (STS) scores indicate English learners' gains in bilitera

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Gort, Mileidis. "On the threshold of biliteracy: bilingual writing processes of English-dominant and Spanish-dominant first graders in a two-way bilingual education program." Thesis, Boston University, 2001. https://hdl.handle.net/2144/32765.

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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>This observational study investigates the writing processes of young, developing bilinguals from majority- and minority-language backgrounds. The research was situated in two grade 1 classrooms in a Two-Way B

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Buckwalter, Jan K. "Emergent biscriptal biliteracy bilingual preschoolers hypothesize about writing in Chinese and English /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?urlv_er=Z39.88-2004&rftv_alf_mt=info:ofi/fmt:kev:mtx:dissertation&resd_at=xri:pqdiss&rftd_at=xri:pqdiss:3215285.

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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.<br>Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1192. Advisers: Larry Mikulecky; Jerome Harste. "Title from dissertation home page (viewed March 22, 2007)."

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Goenaga, Ruiz De Zuazu Adriana. "School children growing biliteracy using translanguaging while learning to be democratic citizens." Thesis, New Mexico State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10760562.

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<p> This dissertation emerged at the intersection of collaboration, immigration issues, and language practices. Third-grade students started the school year with much difficulty to engage in academic content and language learning, mainly due to a lack of self-regulation which greatly affected the classroom dynamics. Drawing from Freire (1970, 1993), I believe in the importance of the process of conscientization, which is the critical understanding of the context around us and growing in awareness through reflection and transformative action, and the notion of critical literacy as the "reading

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Visedo, Elizabeth. "From Limited-English-Proficient to Educator| Perspectives on Three Spanish-English Biliteracy Journeys." Thesis, University of South Florida, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588408.

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<p> The purpose of this multicase study was to describe and explain the perceptions of three Spanish-English culturally and linguistically diverse (CLD) high achievers on their biliteracy journeys to become educators in the United States (U.S.), by answering: What elements constitute the perspectives of three L1-Spanish/L2-English CLD high achievers on the relevance of their biliteracy experience in order to become educators in the U.S.?; What factors do these three L1-Spanish/L2-English CLD high achievers perceive as key to describe their biliteracy experience?; What relevance, if any, do the

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Ballinger, Susan Gail. "Towards a cross-linguistic pedagogy: biliteracy and reciprocal learning strategies in French immersion." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114147.

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This dissertation is based on a 7-week classroom intervention in two French immersion classes (Grades 3and 3/4) in two schools that enroll both English- and French-dominant students near Montreal, Quebec. The intervention aimed to bridge the students' first and second languages (L2) through a 'biliteracy' project that linked English and French language arts content and through the instruction of reciprocal language learning strategies designed to help students make language-learning connections with other students.For the biliteracy project, students' English and French teachers read to them f

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Moraga, Olga Grimalt. "The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs." Digital Commons at Loyola Marymount University and Loyola Law School, 2010. https://digitalcommons.lmu.edu/etd/269.

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This normative comparative study sought to compare the reading achievement, in English and Spanish, of Latino English learners in a 50/50 two-way immersion (TWI) bilingual program to Latino English learners in a 90/10 TWI program. The scores from 55 students across four TWI programs, two 50/50 and two 90/10, were analyzed. The principal from each school was also interviewed. Quantitative data from the district’s reading Benchmark Book Test, California Standards Test/English Language Arts and Standards-based Test in Spanish were analyzed using repeated measures ANOVA, Bonferroni Post Hoc and Ch

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Diaz-Philipp, Alma Lucinda. "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?" PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4980.

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In response to the increasing number of United States school students from diverse linguistic and cultural backgrounds at all grade levels, often called "simultaneous bilinguals," the U.S. school districts are opening schools that offer bilingual instruction. One instructional strategy that seems promising is the "Bridge," where students contrast and connect the literacy skills learned in one language to the literacy skills in their other language. An underlying component of learning a language is student attitude and motivation to learn. Research also seems to indicate that student attitude a

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Ko, Bo-Ai, and n/a. "Biliteracy in English and Korean: A Case Study of Writing Development during Primary Years." University of Canberra. n/a, 2008. http://erl.canberra.edu.au./public/adt-AUC20081215.150126.

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In the era of globalization, growing numbers of children are living in situations where the language of their formal schooling is different from that of the everyday communication in their family. In such a bilingual context, this study documents biliteracy development of two Korean background children growing up in Australia. The children?s written texts (both in English and Korean) were collected over the period of 5 years 8 months (from preschool through primary school) both in home and school contexts, and analyzed using the Systemic Functional Grammar as well as genre and register theory.

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Kim, Julie Ji Seon. "Biliteracy acquisition in Korean-English bilingual children : phonological, syntactic, working memory and orthographic skills." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/13920.

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A great deal is known about the development of reading and related skills in native English-speaking (L1) children, yet not much is known about reading in children who are learners of English as a Second Language (ESL), especially with children who grow up learning two languages concurrently. The present study investigated reading, phonological, syntactic, orthographic, and working memory skills of Korean-English bilingual children who learn how to read and write in both languages concurrently. The participants were children between the ages 5 and 13 (from Kindergarten to Grade 6) who received

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Granados, Nadia Regina. "Mapping Mobilities as Transformative Practices: Dual Language Graduates' Bilingualism and Biliteracy across Spatiotemporal Dimensions." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/577356.

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This research examines the bilingual and biliterate trajectories of graduates of a K-5 dual language immersion program who are now young adults. Their experiences as emergent bilinguals within the setting of their elementary school was foundational for their long-term academic outcomes and their deep metapragmatic awareness of simultaneous linguistic experiences. This study explores where these students are now, what happened since they left this particular dual language program, and how their language practices and ideologies have shifted over time and shaped their current practices and ideol

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Kent, de Ravetta Marcia 1964. "A bilingual setting in Buenos Aires, Argentina: Biliteracy development in a second grade classroom." Thesis, The University of Arizona, 1996. http://hdl.handle.net/10150/278534.

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This descriptive socio-linguistic study examines second grade children's biliteracy development in a private school in Buenos Aires, where English is taught as a foreign language. It describes a bilingual setting in Argentina and determines how these second graders are becoming biliterate. The major findings of the study are: (1) Students are learning English as a foreign language, not as a second language. (2) The model of language learning influenced the children's perceptions of themselves as language learners, readers and writers. (3) Students frequently transferred and applied literacy in

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Su, Tzu-Chen. "Socially situated English-as-a-foreign-language instruction to achieve emergent biliteracy in Taiwan." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2822.

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Integrates several learning approaches for teaching English to Taiwanese children at the elementary level (grades K-6). Develops children's biliteracy in the English-as-a-foreign-language (EFL) context through various learning approaches that include, child-centered learning, mediated learning, socially situated learning, and task-based learning.

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Lebese, Molatelo Prudence. "Biliteracy development in a rural primary school of Limpopo Province : an ethnographic case study." Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/1045.

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Thesis (M.A. (Translation Studies)) --University of Limpopo, 2013<br>The research reported in this mini-dissertation is an ethnographic case study which sought to investigate the development of biliteracy in one of the rural primary schools in the Limpopo province. Its focus is on how Grade 3 learners engage with texts and the strategies that teachers use to promote biliteracy (in English and Sepedi). Data collection methods included classroom observation, semi-structured teacher interviews and analysis of teaching and learning materials and the print environment. A brief analysis of the schoo

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LIN, SHU HUI. "DYNAMIC RELATIONSHIPS BETWEEN BELIEFS AND PRACTICES: HOW CHINESE FAMILIES SUPPORT THEIR CHILDREN’S BILITERACY ACQUISITION." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1398979965.

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Dworin, Joel Edward. "Biliteracy development: The appropriation of literacy in English and Spanish by second and third grade students." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282273.

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This study was designed to provide an in-depth examination of biliteracy development among students in a bilingual, second and third grade classroom over the course of one academic year. Biliteracy refers to children's literate competencies in two languages. This qualitative study focused on understanding biliteracy among children who were already bilingual in English and Spanish, and those who were monolingual in English. The three basic questions guiding this study are the following: (1) Can children become biliterate in this setting? (2) What kinds of classroom cultural practices foster bil

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Hoskyn, Maureen Janet. "Relationships among metalinguistic awareness, cognitive development, verbal abilities and biliteracy in first grade early French immersion students." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29933.

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The purpose of the current study was to investigate the relation of language and cognitive factors to biliteracy development among EFI first grade children. Variables of interest included phonological awareness, print awareness, level of operativity, English/French verbal ability, and influences in the home environment (e.g. socioeconomic status, parent's level of education, time spent on reading activities). A battery of language, cognitive and reading tests was administered in Fall and again in Spring of the first grade to sixty-eight preliterate Anglophone children. A parent questionnaire y

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Babino, Alexandra. "A Tale of Two Cities: Exploring the Dual Language Program Implementation and Biliteracy Trajectories at Two Schools." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804910/.

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With the increase in emergent bilinguals and higher standards for all, the challenge for educational stakeholders is to fully utilize dual language programs as a prominent means toward meeting and surpassing rigorous state and national standards. Part of maximizing dual language programs’ impact, and the purpose of this study, was to provide detailed analyses of program models and student biliteracy development. Thus, the research questions sought to explore the level of understanding and implementation of dual language programs in general and the biliteracy component in particular at each ca

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Azuara, Patricia. "Literacy Practices in a Changing Cultural Context: The Literacy Development of Two Emergent Mayan-Spanish Bilingual Children." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/196103.

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This study uses ethnographic tools to document the multiple literacy practices of two Mayan families living in a rural community in Yucatan, Mexico. It explores how young emergent bilingual children make sense of written language through their everyday practices. Data includes field notes from participants observations, video and audio recordings and literacy samples collected during fieldwork. The literacy events extracted from the data were analyzed in terms of the communicative function written language serves, the use of linguistic resources, and particular ways of socialization within li

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Callaway, Azusa. "Home Literacy Practices of Arabic-English Bilingual Families: Case Study of One Libyan American Preschooler and One Syrian American Preschooler." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/95.

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Individual differences in early literacy skills can be attributed to children’s previous history of emergent literacy experiences during their preschool years. The purpose of this qualitative study was to learn about the emergent literacy experiences of one Libyan American preschooler and one Syrian American preschooler and how their families support these experiences in their bilingual homes. Through the lens of social theory of learning (Lave & Wenger, 1991; Wenger, 1998) and sociocultural theory (Rogoff, 1990; Vygotsky, 1978), this multi-case study was designed to explore family literacy pr

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Delgado, Maria Rocio. "SPANISH HERITAGE LANGUAGE SOCIALIZATION PRACTICES OF A FAMILY OF MEXICAN ORIGIN." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195638.

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This ethnographic case study describes the patterns of language socialization and literacy/biliteracy practices and the patterns of language choice and language use of a Spanish heritage bilingual family of Mexican origin from the participant perspective, the emic view, and the research perspective, an etic view. This analysis attempts to broaden the knowledge of how Mexican origin families use language at home by demonstrating how literacy/biliteracy practices (i.e., reading, writing and talk/conversation), language choice (i.e., Spanish, English, code-switching (CS)) and language use (i.e.,

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Castro, Santana Alma Carina. "Herencia y legado| Validating the linguistic strengths of English language learners via the LAUSD Seal of Biliteracy Awards Program." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3647114.

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<p> A deficit orientation of English Language Leamer (ELL) Latino students permeates the climate at many schools across the state of California. School efforts to address the academic needs of ELL students emphasize disadvantages, and focus primarily on language remediation approaches. In turn, ELL students are submerged into a substandard curriculum that fails to capitalize on, and denies students access to, their cultural and linguistic strengths. In the Los Angeles schools, only 27% of EL students who began the ninth grade were eligible to graduate four years later. Latino ELL students are

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Molyneux, Paul David. "Transportable literacies and transformative pedagogies : an investigation of the tensions and choices in the provision of education for bilingualism and biliteracy /." Connect to thesis, 2005. http://eprints.unimelb.edu.au/archive/00002528.

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Feller, Nayalin Pinho. "Children Making Meaning of the World through Emergent Literacies: Bilingualism, Biliteracy, and Biculturalism among the Young Indigenous Children at Tekoá Marangatu, Brazil." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556877.

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There is a considerable body of research showing that before children enter school they are already equipped with language competencies and concepts developed particularly in their sociocultural environment. Although some studies have explored to some extent the lives of Indigenous children in their socio-cultural contexts, most of these studies do not systematically focus on the early years of their socialization processes. Furthermore, in Brazil, researchers have only recently–in the last 15 years–started to look at the child as a capable and competent being. Thus, the purpose of this study

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O'Gorman-Fazzolari, Carolyn. "Becoming Bilingual: Examining Teachers' Perceptions and Practices for Achieving Bilingualism and Biliteracy in English and Spanish in a Two-Way Dual Language Bilingual Education Program." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3203.

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Bilingualism characterizes not only people, but homes, schools, and communities across the United States. While some bilingual people are forced to suppress their bilingualism, others are encouraged to develop their skill set to a level of becoming biliterate. Bilingualism and biliteracy are key features in dual language bilingual education (DLBE) programs where students are provided daily opportunities to develop two languages simultaneously, along with grade-level academic content. Research in DLBE suggest closure of the achievement gap (Valentino & Reardon, 2015). Traditionally, DLBE progra

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Janulf, Pirjo. "Kommer finskan i Sverige att fortleva? : en studie av språkkunskaper och språkanvändning hos andragenerationens sverigefinnar i Botkyrka och hos finlandssvenskar i Åbo." Doctoral thesis, Stockholms universitet, Humanistiska fakulteten, 1998. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-62277.

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This dissertation is the result of studies concerning the prerequisites for Finnish to survive in contemporary Sweden. When the Sweden Finnish parents want instruction in Finnish for their children the only choice available in Swedish municipal schools is between two language programs: one giving instruction in Swedish classes with 1-2 hours of home language training in Finnish per week, and the other giving instruction in and of Finnish in Finnish classes. In a four part study I investigate whether Sweden Finnish pupils who take part in these programs use and have a command of both languages.

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Su, Liping. "Language Socialization of Chinese Children in the American Midwest: Learning to Write in American Preschool, Chinese Sunday School, and at Home." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1357162249.

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Outakoski, Hanna. "Multilingual literacy among young learners of North Sámi : contexts, complexity and writing in Sápmi." Doctoral thesis, Umeå universitet, Institutionen för språkstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-102922.

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This thesis presents an investigation of the complexities of the immediate, ideological, educational, and societal contexts for literacy development among North Sámi learners between the ages of 9 and 15 who live in Northern Finland, Norway and Sweden in the central regions of Sápmi. Further, this thesis focuses on one area of literacy, namely writing. It examines these children’s writing, its phases and peculiarities, writing strategies, and the nature of transitions that these multilingual writers experience in switching between North Sámi, English and their respective national majority lang

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Mežek, Špela. "Advanced Second-Language Reading and Vocabulary Learning in the Parallel-Language University." Doctoral thesis, Stockholms universitet, Engelska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94766.

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Due to the internationalisation of higher education, the use of English at higher education institutions has become widespread. Today an increasing number of students participate in courses with the local language as medium of instruction but with textbooks in English. These have been called parallel-language courses, because they are expected to facilitate learning disciplinary discourse in two languages: the local language and English. This thesis reports an exploration of Swedish students' reading and learning from English textbooks in parallel-language courses. The overarching aim was to i

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Sukapdjo, Amye R. "Reading and writing in the middle school foreign language classroom a case study of teacher beliefs, knowledge, and practices of literacy-based instruction /." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1235164656.

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COSTA, FRANCESCA. "BILINGUALISM IN DIFFERENT CONTEXTS: ACADEMIC OUTCOMES IN PRIMARY SCHOOL CHILDREN." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2021. http://hdl.handle.net/10281/329993.

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I tre studi presentati nella tesi hanno esplorato diversi contesti di bilinguismo in Italia. Sono stati analizzati la relazione tra bilinguismo e doppia-alfabetizzazione e i loro effetti sugli apprendimenti scolastici. Ad oggi, l’educazione bilingue è ancora vista con scetticismo, sebbene anche come una risorsa. Il primo contesto è quello delle scuole di immersione Italiano-Inglese, dove i bambini sono educati in modo bilingue, con una continua e consistente esposizione alle due lingue. Il secondo è quello dei bambini immigrati, che imparano l’Italiano come seconda lingua nelle scuole pubblich

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Watkins-Mace, Sarah P. "The effects of first language literacy skills on second language literacy skills for native Spanish and native English speakers." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/224.

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Reath, Warren Anne. "Developing multilingual literacies in Sweden and Australia : Opportunities and challenges in mother tongue instruction and multilingual study guidance in Sweden and community language education in Australia." Doctoral thesis, Stockholms universitet, Institutionen för språkdidaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144745.

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This thesis aims to learn about opportunities for and challenges to the development of multilingual literacies in three forms of education in Sweden and Australia that teach or draw on immigrant languages. In Sweden mother tongue instruction and multilingual study guidance are in focus and in Australia, a community language school. Taking an ecological approach to the research sites, the thesis investigates how language ideologies, organization of the form of education and language practices impact on the development of multilingual literacies. A range of linguistic ethnographic data includin

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Heston, Dawn M. "Scaffolding the Continua of Biliterate Development in the Spanish Language Immersion Classroom." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877148.

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<p> The purpose of this qualitative research project is to describe the scaffolding strategies used by a teacher to engage and support students as they work within the continua of biliterate development in the fifth-grade Spanish language immersion classroom. As language immersion programs and dual language schools continue to grow in popularity in Canada and the United States, this study seeks to illuminate and interpret a teacher’s work with students in the Spanish Language Immersion Program (SLIP), a research site located in the urban Midwestern United States.</p><p> This instrument

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Trilla, Graciela. "Bilingual and biliterate by choice: profiles of successful Latino high school seniors." Thesis, Boston University, 2003. https://hdl.handle.net/2144/33573.

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Thesis (Ph.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>The lives of eleven Latino subjects meeting strict language proficiency criteria were examined as individuals, students, peers, family members, and as members of their community. The students became bilingual

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Ugen, Sonja. "Acquisition of reading and spelling skills of German-French biliterate children in Luxembourg." Doctoral thesis, Universite Libre de Bruxelles, 2008. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210480.

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The general aim of this longitudinal study was to look at literacy acquisition of multilingual good and poor spellers (hereafter GS and PS) in German and French with a special emphasis on spelling. For this purpose GS and PS were selected in grade 2 in German and followed up to grade 4. The focus was on this period as in Luxembourg literacy is acquired through German from the first grade and written French from grade 3 on. The interval between grades 2 and 4 thus represents a critical period for written second language acquisition. The native language of the children, Germanic (e.g. Luxembourg

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Alshaboul, Yousef Mohammad. "From inside the Arab family: What literacy practices occur when raising bilingual and biliterate children?" Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4722/.

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Living in the United States creates unique challenges in biliteracy and bilingualism for the Arab family. While extant literature provides insight into the literacy interactions and experiences of families from many other cultures now living in the U.S. , there is next to nothing regarding the Arab family literacy experience. Thus, knowledge about the literacy activities Arab families engage in as they gain access to and knowledge of a new culture and language is important. The purpose of this study was to investigate and describe the literacy practices of the Arab families raising bil

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Huang, Shih-Hao. "Foreign-language immerision as preferred bilingual/biliterate program model for elementary English education in Taiwan." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2696.

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The primary goal of this project is to clarify the contexts of English as Foreign-language instructional program in Taiwan. Bilteracy is the acquistion and learning of the decoding and encoding of print, using two linguistic and cultural sytems in order to convey mesages in a variety of contexts. Through learning biliteracy, second-language learners gain benefits in cognitive and cultural development.

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