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