Spanish Literacy Development of Emergent Bilinguals in a Multiracial Context

• In Event: Biliteracy Development in Young Emergent Bilingual Learners

Abstract

This mixed-methods study analyzes the Spanish literacy performances of dual language students, including both emergent bilingual Latina/o and African American students, in the 1st grade of a dual language program. The findings suggest that emergent bilinguals across racial groups performed similarly well on Spanish literacy assessments overall. However, a closer analyses of six target students demonstrated patterns of literacy development that were different for emergent bilinguals from Spanish speaking homes in comparison to emergent bilinguals from English speaking homes.

Authors

• Joseph Wiemelt, Urbana School District 116

• Eurydice B. Bauer, University of Illinois at Urbana-Champaign

• Jehanzeb Cheema, University of Baltimore

• Amber Behrends, University of Illinois at Urbana-Champaign