In the United States public schools, there is a significant and growing number of students that are Spanish-English emergent bilinguals. Dual language programs with the common goals of bilingualism and biliteracy have proved to provide these emergent bilinguals with the highest levels of long-term academic achievement. This capstone explores research aimed at answering the question relevant to these dual language programs: What are the critical elements that need to be included in developing and implementing effective biliteracy strategies for early elementary Spanish-English emergent bilingual students? Using a holistic biliteracy framework, specific qualities, approaches, and strategies were defined that support biliteracy development in the areas of oracy, reading, writing, and metalanguage. By comparing these critical elements to the current contexts and available resources, the accompanying capstone project was developed to provide teachers serving early elementary emergent bilinguals with supplemental resources that can be used to plan for and promote biliteracy development.
Emergent bilinguals, Biliteracy, Dual Language, Bilingual
Nelson, Elizabeth M. E., "Supplementary Resources To Promote Biliteracy For Emergent Bilingual Students" (2019). School of Education and Leadership Student Capstone Projects. 352.
School of Education Student Capstone Projects