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The Effects of Charter Schools on Early Foreign Language Education in Public Schools
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In: Senior Honors Theses (2022)
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Teaching social studies in Spanish in dual immersion middle schools: A biliterate approach to history
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Orthographic processing in Russian/German biliterate adults varying in reading fluency ...
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Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals ...
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Is Bilingual Education Sustainable?
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In: Sustainability; Volume 13; Issue 24; Pages: 13766 (2021)
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Understanding Language Attrition through Orthography
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In: Languages; Volume 6; Issue 4; Pages: 199 (2021)
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Imagining Multimodal and Translanguaging Possibilities for Authentic Cultural Writing Experiences
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In: Journal of Multilingual Education Research (2021)
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Predicting dual-language literacy attainment in Irish-English bilinguals: language-specific and language-universal contributions
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Barnes, Emily. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2021
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Using phonics to develop the emergent English literacy skills of Spanish learners ; El uso del método fónico para desarrollar la alfabetización emergente en inglés de alumnos españoles
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Abstract:
Phonics is well established in the English-speaking world, but to date it has been implemented to only a limited extent in contexts where English is a foreign language. This study aimed at evaluating the appropriateness of phonics for developing literacy skills of Spanish learners of English. An experimental pre-test – post-test design was used to determine the method’s added value. The sample consisted of two equivalent groups in a Spanish bilingual state primary school, a control and a treatment group, where a phonic method was implemented by the researcher. Data were collected through tests measuring emergent Spanish and English literacy skills. Non-parametric tests and correlations were used for data analysis. The treatment group presented a significant improvement in phonological awareness, naming and letter and pseudo-word reading in the Spanish and English post-test. These 7-year-old children attained a level in English literacy skills equivalent to English children aged 5.8. The findings also suggested a positive transference of skills between English word reading and Spanish pseudo-word reading. The present study can serve as a possible proposal to help improve our Spanish bilingual programmes through the use of phonics in the early years in order to increase learners’ English reading level. ; El método fónico está implantado en el mundo anglosajón, pero hasta ahora se ha aplicado de forma limitada en contextos donde el inglés es una lengua extranjera. El objetivo era evaluar la eficacia del método fónico para desarrollar habilidades lectoras en inglés en un colegio público bilingüe de Educación Primaria en España. Se utilizó un diseño experimental para determinar el valor añadido del método. La muestra la formaron dos grupos equivalentes, uno control y otro experimental, donde se implementó el método fónico por el investigador. Los datos recogidos sobre las habilidades de alfabetización bilingüe se analizaron a través de pruebas no paramétricas y correlaciones. El grupo experimental mostró una mejora mayor en conciencia fonológica, denominación y lectura de letras y pseudopalabras en español e inglés. Este alumnado de siete años alcanzó habilidades de alfabetización en inglés equivalente a niños nativos de 5,8 años. Se encontró una transferencia positiva entre la lectura de palabras en inglés y de pseudopalabras en español. Este estudio presenta importantes implicaciones para la enseñanza de la alfabetización temprana en inglés en contextos donde el inglés no es la primera lengua, concretamente un mayor nivel de lectura en inglés del alumnado y la mejora de los programas bilingües.
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Keyword:
Alfabetización bilingüe; Biliteracy; English; Español (Lengua); Fonética; Inglés; Literacy methods; Métodos de alfabetización; Phonics; Spanish
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URL: https://doi.org/10.30827/portalin.v0i35.16876 http://hdl.handle.net/10481/66323
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To Seal or Not to Seal? Equity and Policy Discourses in the Texas Seal of Biliteracy
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Using phonics to develop the emergent English literacy skills of Spanish learners
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 111-128 (2021)
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Biliteracy development in Mexican primary education: analysing written expression in P’urhepecha and Spanish
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In: ISSN: 0957-1736 ; EISSN: 1753-2167 ; The Language Learning Journal ; https://hal.archives-ouvertes.fr/hal-02560287 ; The Language Learning Journal, Taylor & Francis, 2020, Endangered and minority language pedagogy, 48 (3), pp.285-299. ⟨10.1080/09571736.2020.1719432⟩ (2020)
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Theories and Principles of Bilingual Education: An Annotated Bibliography ...
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Theories and Principles of Bilingual Education: An Annotated Bibliography ...
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Theories and Principles of Bilingual Education: An Annotated Bibliography ...
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Biliteracy development in Mexican primary education: analysing written expression in P’urhepecha and Spanish
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In: ISSN: 0957-1736 ; EISSN: 1753-2167 ; The Language Learning Journal ; https://hal.archives-ouvertes.fr/hal-02560287 ; The Language Learning Journal, Taylor & Francis, 2020, Endangered and minority language pedagogy, 48 (3), pp.285-299. ⟨10.1080/09571736.2020.1719432⟩ (2020)
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Enacted Agency in a Cross-Border, Online Biliteracy Curriculum Making: Creativity and bilingual digital storytelling
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Korean emergent bilingual students’ language use and translanguaging
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Cross-linguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta-analysis of Correlation Coefficients
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Koda, K; Zhang, D; Ke, S. - : Wiley for University of Michigan, Language Learning Research Club, 2020
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Advocating For One-Way Dual Language Programs In High School, Academia Bilingue
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In: Dissertations (2019)
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