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, and middle school literacy. By showing that children hold sophisticated notions of biliteracy, transforming the ways that language, oral and written become defined and perceived, the research presented here demonstrates that biliteracy is a complex phenomenon that includes meaning-making in two languages and cultures.The study triangulates ethnographic data from interviews with students, families and teachers, participant observation in classrooms, literacy instruction, other school domains, and document and archival analysis. These data indicate that there are multiple paths to biliteracy and that home and school literacy practices can mediate the effects of low income status on literacy development. Additional findings indicate that curriculum and instruction that consistently support minority language literacy promote the development of additive biliteracy in both language majority and language minority students.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/195970 |
| Date | January 2007 |
| Creators | Arnot-Hopffer, Elizabeth Jane |
| Contributors | Moll, Luis C., Moll, Luis C., Gonzalez, Norma, Reyes, Iliana, Goodman, Yetta |
| Publisher | The University of Arizona. |
| Source Sets | University of Arizona |
| Language | English |
| Detected Language | English |
| Type | text, Electronic Dissertation |
| Rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. |
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