Closing Literacy Gaps: Understanding the Interrelationships Between Bilingualism and Biliteracy Development

From 1998 to 2011 results of the National Assessment of Educational Progress show a gap of about 40 points between the reading achievement of emergent bilinguals and English-proficient students in the fourth, eighth, and 12^th grades.  The researchers of this article point out that researchers often focus on a single component of literacy, such as vocabulary development, when they should instead look to the following question for guidance and direction: “What programs and strategies work with which emergent bilinguals in what context, and under what conditions?”  This strategy takes a look at the complex relationships between bilingualism and the development of literacy.  It considers the contexts, media and content of literacy development.  Topics include; transforming power relationships in literacy instruction; language of Instruction; program models that support bilingualism and biliteracy; and home-school collaboration;

This article reinforces what research has shown for years about the benefits of developing literacy skills in both languages among bilingual students (bilingualism and biliteracy).  In traditional ESL programs, beginning English learners are asked to begin reading in a language they do not yet understand and speak.  Native-language instruction can more effective since beginning English learners can learn to read and learn content at the same time.   The transfer of literacy skills from one language to another will then occur more easily.  Not all bilingual programs have as a goal to promote true bilingualism and biliteracy however.  In some programs students receive instruction in the native language until students are ready to transition into an all English program. 

Ortiz and Fránquiz note that the choice in models a district makes to support ELLs speaks volumes of their willingness to support (or not support) bilingualism and biliteracy.  Research has shown for quite some time that dual language programs have a greater chance of closing the achievement gaps between emergent bilinguals and non-ELL students yet many schools rely on the English-as-a-second-language model in which students get no support from the native language.  In these cases, what schools can do is encourage families to continue to build first language literacy skills at home and through classes outside of school.  School libraries can stock books in other languages, and bilingual teachers can be allowed to use their first language as a scaffold whenever possible.

Home-School Collaboration is another topic in this article.  According to the article, research shows that even the slightest amount of parent involvement supports student learning and behavior, regardless of socioeconomic factors and parent education level.  Schools can better student achievement by involving parents in their children’s education.  Schools can take it a step further by incorporating the home-language and literacy contexts to ensure that curriculum and instruction is “meaningful and culturally responsive.”

Fránquiz, M.E., Ortiz, A.A. (2014) Coeditors’ introduction: Closing literacy gaps: Understanding the         interrelationships between bilingualism and biliteracy development. Bilingual Research Journal:         The Journal of the National Association for Bilingual Education, 37:2, 113-119, DOI: 

         10.1080/15235882.2014.938579

Link to this article: http://dx.doi.org/10.1080/15235882.2014.938579

Developing Teacher Capacity for Serving ELLs’ Writing Instructional Needs: A Case for Systemic Functional Linguistics

The growth in the ELL population over the last decade has presented many challenges for teachers.  Many schools are in need of training to adequately meet the needs of English Language Learners.   This article notes the increasing need for developing linguistic skills, especially the learning of academic language.   One concern mentioned in the article is that while attempting to make content comprehensible to students, instructors may not be exposing students to enough academic language which is key to Ell’s success in school.  The article suggests that it is necessary for teachers to learn and develop methods for teaching academic language.   Using Systemic Functional Linguistics (SFL) as a guide, the researchers present the effectiveness of professional development in the linguistic features of academic language to address this issue.

Researchers blame the achievement gap between ELLs and native English speakers in part on the lack of instructional focus on academic language.  One of the needs is writing instruction that explicitly focuses on language to develop skills in academic areas to help them reach more advanced levels of English proficiency.   Students will need these skills to demonstrate proficiency on standardized tests.  In trying to shelter instruction, educators must be careful not to reduce opportunities for ELLs to develop academic language.

Researchers of this article also make a distinction between oral discourse, which relies on shared experiences and a different set of language structures, and language in academic texts, which requires a separate set of skills in order to gain meaning from them.  Explicitly teaching these differences to students will increase an awareness of the expectations of their learning.

Aguirre-Muñoz, Z., Amabisca, A., Boscardin, C.K., Park, J., (2009). Developing teacher

        capacity for serving ELLs’ writing instructional needs: A case for systemic functional 

         linguistics.  Bilingual Research Journal: The Journal of the National Association for             Bilingual Education, 31:1-2, 295-322, Retrieved from   

        http://dx.doi.org/10.1080/15235880802640755

Habla con ellos -- Talk to them: Latinas/os, achievement, and the middle grades

     As of 2007, Latinos made up 15% of the total U.S. population, with about one-third self- identifying as Mexican.  The article Habla con ellos---Talk to them, in The Middle School Journal states the importance of culture, and the role it plays in middle school.  The emphasis must be to “develop our collective dispositions,” that is our attitudes about language and cultural differences which can play a major role in our youth’s achievement.  This is especially true in communities where culturally and linguistically diverse students are non-dominant. 

       Furthermore, educators of early adolescents are in a position to counter any negative stereotypes about Latinos which can be harmful.  Immigrant adolescents are especially vulnerable to attacks on their self-worth.  As the Association for Middle Level Education has stated, “Academic success and personal growth increase markedly when you adolescents’ affective needs are met.  Each student must have one adult to support that student’s academic and personal development.” 

     As the title of this article states, one of the best ways for educators to reach their students is by simply talking to them; finding their interests; talking about the similarities and differences of the cultures; and encouraging conversation among all students to openly discuss what they have in common.  Asking questions such as, "What do you like doing?" and "What are you good at?" might be  a good place to start.  The important thing is that educators make time for this type of dialogue in their quest to find out what motivates Latino students and how to engage immigrant parents.      

Fitchett, P.G., Jones,J.P., Kissau, S., Salas, S., (2013) Habla con ellos—Talk to them: Latina/os,

       achievement, and the middle grades. Middle School Journal. Vol 45. pp18-23