Striving Toward Biliteracy in Mainstream, English as a Second Language, and Bilingual Classrooms

Striving Toward Biliteracy in Mainstream, English as a Second Language, and Bilingual Classrooms

Nermin Vehabovic (North Carolina State University, USA) and Casey Medlock Paul (North Carolina State University, USA)
Copyright: © 2018 |Pages: 17
DOI: 10.4018/978-1-5225-3123-4.ch003

Abstract

The development of biliteracy among English language learners (ELLs) has been established as a critical issue in education policy and practice. We live in an era of increasing globalization, which results in increased numbers of immigrants in the United States. As a result, significant proportions of students in U.S. schools come from homes where English is not used as the primary language; however, these students, as emergent bilinguals, are required to navigate language and culture in mainstream, English as a Second Language, and bilingual classrooms contexts. This chapter considers the challenges that emergent bilingual students face in elementary school contexts. In addition, specific research-based strategies are outlined for teachers working with ELLs in mainstream, English as a Second Language, or bilingual classrooms. Lastly, the authors explore how multiliteracy approaches and pedagogy might shape ELLs' identity formation.
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Main Focus Of This Chapter

The purpose of this chapter is to consider how English language learners (ELLs) obtain biliteracy in mainstream, English as a second language, and bilingual elementary classrooms. Additionally, this chapter outlines classroom practices that elementary teachers in various learning environments might utilize in order to encourage ELLs’ biliteracy. The author intends to investigate the unique issues elementary ELLs face in regards to acquiring biliteracy in mainstream, English as a second language, and bilingual classrooms. This chapter will discuss instructional approaches specific to each of the three types of learning spaces, as well as teachers as facilitators of biliteracy among elementary English language learners.

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