1. Activity # 9 Sociolinguistic Premises about Teaching for Bi-literacy
Ana Perez
BIED/DL 5338
Bi-Literacy Strategies for Second Language Learners
Summer 2014

2. Biliteracy Instruction
Biliteracy instruction includes a variety of teaching and learning activities that ensure the acquisition of listening, reading, speaking, and writing skills in Spanish and English across the content areas.

3. Premises Teaching for bi-literacy in Spanish and English in the United States is different than teaching for monolingual students because……
Premise 1
Spanish in the United States is a minority language within a majority culture.
Premise 2
students use all of the languages in their linguistic repertoire to develop literacy.
Premise 3
Spanish and English are governed by distinct linguistic rules and cultural norms.

4. Premise 1 Spanish in the United States is a minority language within a majority culture.
“Despite a long history of bilingual education in the United States and extensive research supporting its value, anti-immigrant sentiment and the political backlash that comes with it have made Spanish a marked language (Crawford, 1999; Cummins, 1996; Freeman, 2004), and Spanish instruction has come under attack (Freeman and Freeman, 2006).
For many people, Spanish language does not hold the same sociopolitical value as English.
Due to this, students still do not get the support they need in school.
Lamentably, as a result, students tend to value English learning over Spanish learning, read books in English and prefer to speak English in social situations.
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5. Premise 1: Spanish in the United States is a minority language within a majority culture. Suggestions: How to Elevate the Status of Spanish in the Community
Teachers need to be advocates for bi-literacy.
Involve parents and teachers in the design of bilingual programs such as dual language programs and inform them of its effectiveness and benefits they bring to children.
Provide teachers with professional developments in how to help students develop bi-literacy skills.
Communicate with the community using the Spanish language.
Encourage teachers to speak more Spanish when they communicate with each other.

6. Premise 2 Students use all of the languages in their linguistic repertoire to develop literacy.
Mistaken assumption that
bilingual students comprise two monolinguals in one.
Issue: In which language should students be taught literacy first, English or Spanish?
Escamilla (1999, 2000; Escamilla et al., 2010) argues that “bilingual learners should not be compared with monolingual learners and that their two languages should be viewed as forming a whole”.
Students’ mixing and ability to use two languages during learning new concepts is an asset.
“Students use all their linguistic
resources in learning, is the recognition that students can transfer content, language, literacy, and cultural knowledge and skills from one language to another”
(Crawford, 1999; Cummins, 1981; Dressler et al., 2011).
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7. Premise 3 Spanish and English are governed by distinct linguistic rules and cultural norms.
Teachers and administrators who understand the similarities and differences
between the two languages deliver a more authentic, coherent, and successful literacy experience for their students in Spanish and English.
Moreover, these educators encourages bridging and contrastive analysis in their instruction.
Since each language works differently, students need to understand their differences and similarities in order to maximize their learning in each language and develop metalinguistic awareness.
Cognates
Phonics
Grammar

8. Premise 3 Spanish and English are governed by distinct linguistic rules and cultural norms.
The Bridge: A Way to Support and Expand Students’ Literacy Learning Through the Use of Two Languages, Spanish and English.
The Bridge occurs once students have learned new concepts in one language.
By using bridging, the students develop academic English and Spanish across the content area.
Bridging occurs when students and teachers make connections
between the two
languages.

9. References
Beeman, K. & Urow, C. (2013) Teaching for Biliteracy Strengthening Bridges between Languages.
Beeman, K. & Urow, C. (2012) A Third Way-A Third Space: Bridging between Languages.
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