| 21 |
Effects of Environment on Depressive Symptoms on Chinese Left-Behind Children
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In: The Nebraska Educator: A Student-Led Journal (2017)
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| 22 |
Bilingualism and the American Family
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In: Senior Honors Projects (2017)
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| 23 |
Vocabulary and sentence structure in emergent Spanish reading
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In: Faculty Publications (2016)
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| 24 |
The Relation Between Chinese Preschoolers’ Social-Emotional Competence and Preacademic Skills
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In: Faculty Publications, Department of Child, Youth, and Family Studies (2016)
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| 25 |
Gifted Black and Biracial Students at a Predominantly White Gifted School
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In: Dissertations and Theses (2015)
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| 26 |
A Case Study OF Four Korean Mothers’ Behaviors And Beliefs During Korean And English Picture Book Read Alouds With Their PreSchool-Aged Bilingual Children
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In: Electronic Theses and Dissertations (2015)
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| 27 |
Experiences with the Streptococcus mutans in Lakota Sioux (SMILeS) Study: Risk Factors for Caries in American Indian Children 0-3 Years
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In: Journal of Health Disparities Research and Practice (2015)
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| 28 |
Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists
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In: Dissertations and Theses (2014)
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Abstract:
Over the past 20 years, the United States has seen a rapid increase in school age students entering PK-12 schools for whom English is not their primary home language. These students are known as English learners (ELs). In Oregon, 77% of ELs speak Spanish and constitute the largest minority group, 21% of the total K-12 student enrollment in 2011-2012. With such potential for bilingualism in schools, bilingual teachers should be prepared to teach biliteracy effectively, especially in the early school years when students learn to read. There is an increasing demand for bilingual teachers in Oregon each year to teach in bilingual programs, particularly at the primary grade levels. However, for the most part, the emphasis of instruction and teacher preparation is on developing student English skills rather than supporting bilingualism (Flores, Sheets, & Clark, 2011; Macedo, Dendrinos, & Gounari, 2003; Wink, 2005). There is a need in Oregon to effectively prepare bilingual teachers who can help Spanish-speaking students develop biliteracy skills in the early grades. The purpose of this qualitative phenomenological study was to explore in depth the lived experiences among Oregon bilingual reading specialists in relation to biliteracy. The research question was "How do bilingual reading specialists understand the phenomena of teaching biliteracy to bilingual students?" Three themes emerged from the interviews conducted: collaboration, language and caring. The insights gained from the lived experiences of bilingual reading specialists can allow teacher educators, school district personnel, and state policy makers to better understand the phenomenon of developing biliteracy and change the way we prepare bilingual teachers in Oregon regarding biliteracy pedagogy. Recommendations are offered for stakeholders, such as the need to include courses in biliteracy as part of the initial teaching license, deliver courses in Spanish, and provide practicum experiences that prepare bilingual teachers and reading specialists to collaborate with colleagues and families. Also, it is important that some of the strategies identified at the state level as part of the English Learner Strategic Plan specifically focus on biliteracy and dual language programs.
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Keyword:
and Multicultural Education; Bilingual; Bilingualism in children; Early Childhood; English language -- Study and teaching (Preschool); Kindergarten Teacher Education; Literacy -- Study and teaching (Preschool) -- Oregon; Multilingual; Pre-Elementary; Preschool children -- Language -- Study and teaching -- Oregon -- Bilingual method; Reading teachers -- Oregon -- Attitudes; Spanish language -- Study and teaching (Preschool)
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URL: https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=2790&context=open_access_etds
https://pdxscholar.library.pdx.edu/open_access_etds/1790
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| 29 |
Multi-tiered Support Systems and Special Education Models for English Learners
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In: Education Faculty Publications and Presentations (2014)
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| 30 |
Navigating Chinese and English Multiliteracies Across Domains in Canada: An Ethnographic Case Study of Culturally and Linguistically Diverse Children’s Literacy Practices
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In: Electronic Thesis and Dissertation Repository (2014)
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| 31 |
Through a Critical Sociocultural Lens: Parents’ Perspectives OF An Early Childhood Program In Guatemala
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In: Master's Capstone Projects (2014)
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| 32 |
TEACHERS TALK: A CASE STUDY OF THE EXPERIENCE OF WORKING ACROSS CULTURES WITH IMMIGRANT CHILDREN AND THEIR FAMILIES
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In: Doctoral Dissertations (2014)
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| 33 |
"Contradictions, Clashes, Cominglings": The Syncretic Literacy Projects of Young Bilinguals
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In: Teacher Education Faculty Publications (2013)
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| 34 |
Guest Editors’ Introduction: Syncretism and Syncretic Literacies
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In: Teacher Education Faculty Publications (2013)
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| 35 |
Response to Intervention for English Learners: Big Ideas and Myth Busters
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In: Education Faculty Publications and Presentations (2013)
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| 36 |
An Analysis of English Language Learning Instruction Provided in Teacher Education and Inservice Training Programs for General and Special Educators
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2013)
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| 37 |
States and Multicultural Education Policies: A Multinomial Logit Analysis
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In: Graduate Research Symposium (GCUA) (2010 - 2017) (2013)
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| 38 |
Obesity prevention among Latino youth: School counselors’ role in promoting healthy lifestyles and academic success
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In: Counseling and School Psychology Faculty Publication Series (2013)
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| 39 |
Enhancing Instruction for English Learners in Response to Intervention Systems: The PLUSS Model
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In: Education Faculty Publications and Presentations (2012)
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| 40 |
Knowledge of an Aboriginal language and school outcomes for children and adults
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In: Aboriginal Policy Research Consortium International (APRCi) (2012)
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