Early Biliteracy Development: Research and Policy Implications for Dual-Language Programs

• In Event: Young Learners and the Promise of Bilingualism

Abstract

This mixed-methods study examines how Grade 2 children in a Spanish-English dual language program develop and retain biliteracy across school and home contexts. As part of two-year research, quantitative and qualitative data were gathered from 37 students, four teachers, standardized achievement tests, and school records. Results identified reciprocal links between the two languages, showing the strongest correlations for literacy. Teachers prioritized biliteracy development and viewed home support as indispensable. They consciously transformed instructional practices to act as a bridge to connect school and home literacy practices. Children actively engaged in a wide range of self-initiated biliteracy practices across home and school. The study underscores the importance of early biliteracy and draws implications for curricula and policy among emergent bilingual children.

Authors

• Janina Brutt-Griffler, SUNY - Buffalo

• Eunjee Jang, University at Buffalo - SUNY