Biliteracy
Q: In what order should literacy be introduced when two languages are being taught?(Cloud, Genesee, Hamayan 2000) page 88
A: For speakers of a minority language, several years of uninterrupted reading and writing instruction in the primary language is suggested.
-For language majority students, it is recommended that second language be used as the initial language of general academic instruction and the language in which reading and writing are first developed.
-In dual language programs the following guideline should be followed: providing initial reading/writing instruction to both groups in the non English language first.
Q: Why should literacy be taught in one language before beginning a second?(Cloud, Genesee, Hamayan 2000) page 90
A: Teachers should work in a sequential manner so that students have a firm foundation in reading/writing one language before beginning formal reading/writing instruction in the other for language minority students.
Q: What can teachers expect learners to transfer from the first language to the second?(Cloud, Genesee, Hamayan 2000) page 90
A: sensory motor skills: the eye hand coordination, figure-ground awareness, visual memory, discrimination, and spatial and directional skills involved.
-common writing system features: identical elements or common features in the writing systems(alphabets, sound-symbol associations, punctuation rules)
-comprehension strategies: finding the main idea; inferring, predicting, getting important details, use of picture and context cues
-study skills: using reference materials; note taking
-habits and attitudes: selective attention, feeling capable, persistence, and concentration.
Q: How can parents assist in their children's literacy development?(Cloud, Genesee, Hamayan 2000) page 92
A: It is helpful if parents and other family members serve as models for their children. For parents or family members who aren't literate, video storybooks, CD ROM "living storybooks", or audio taped/recorded stories are useful resources.
-parents can also serve as an audience for the child and express enjoyment and praise when their children attempt to read and write.
Copyright © Dual Language Corner, 2012 Last updated April, 2012