Syntactical Challenges: Biliterate Reading Practices of Second Graders in a Dual-Language Program

• In Event: Dynamic Bilingual Literacy Instruction as Social Justice Practice: Educational Equity for Emergent Bilinguals

Abstract

Purpose
Young Emergent Bilinguals (EBs) in Dual Language (DL) programs are provided the same reading instruction in classrooms despite coming from varying language backgrounds. EBs’ early reading practices and instructional needs may differ based on their linguistic background, however individual students’ linguistic diversity is rarely addressed by researchers or educators (Caragarajah, 2013); the complexity of students’ linguistic diversity as it relates to reading development requires further exploration. This study compares the early reading behaviors of Spanish-dominant and English-dominant sequential EBs in a DL program to: (1) identify possible influences of their first language on their literacy acquisition in both languages; and (2) observe how, when, and if young EBs use translanguaging in early reading.
Theoretical Perspectives
Both translanguaging (García & Wei, 2014) and a complex theory of reading (Clay, 1991, 2001; Doyle, 2013) are sources of analysis in this study, as they share the concept that language is foundational to literacy development. Clay’s (1991, 2001) complex theory identifies cognitive and perceptual working systems that strengthen as students read continuous texts. Translanguaging theory describes how emergent bilinguals employ their bilingual linguistic foundation when developing literacy in either or both languages, as biliterate readers require additional flexibility to distinguish between two language.
Methods and Data
A purposeful sample (Bogdan & Biklen, 2003) of five Spanish-dominant and five English-dominant EBs who were proficient readers in both languages as determined by district assessments was selected. Participants were second graders in an urban elementary school in Northern California. Data included informal reading inventories (e.g., McGee et al., 2015) and interviews about translanguaging practices in reading. Students read a minimum of four texts from two assessments (two English texts and two Spanish texts), and were interviewed about their translanguaging practices. Both inductive and deductive codes were employed.
Findings
All students used their full bilingual linguistic repertoire when reading in both languages, however students’ L1 dominated their use of syntax and semantics. Syntax challenged both groups of students across both languages, resulting in reduced comprehension and fluency. Students’ errors were qualitatively different in their L1 and L2. In students’ L1, meaning and structure were the primary sources of information used, with their oral language at times overriding the print. They were more likely to self-monitor and correct structural errors in their L1. With less linguistic awareness in their L2, students tended to rely primarily on visual information. They spoke about translanguaging practices and identified cognates only when reading in their L2, suggesting a greater reliance on L1 in the younger years. Finally, Language Related errors (Author & Klein, 2016) such as contractions, prepositions and verb tense, were observed in students’ L2.
Scholarly Significance
This study adds to the literature by analyzing early reading in two languages based on students’ linguistic backgrounds, and by employing dual theoretical lenses of complex reading and translanguaging. As a result of studies like this, we can begin to develop instruction and interventions that equitably serve EBs from different language backgrounds in DL programs and improve biliteracy education in bilingual teacher preparation programs.

Author

• Allison Briceno, San José State University