Early Biliteracy Development: Key Factors That Facilitate Its Development in a Dual-Language Program

• In Event: Early Literacy/Biliteracy Instruction for Early Emergent Bilinguals

Abstract

This longitudinal mixed-methods study focuses on how Grade 2 children in a Spanish-English dual language program develop and retain biliteracy across home and school contexts. Quantitative and qualitative data were gathered from 37 students, four teachers, standardized language assessments, and school records. The integrated findings identified reciprocal links between the two languages. 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 literacy activities across languages and across home and school. The study underscores the importance of early biliteracy and draws implications for school curricula and instructional practices for emergent bilingual children

Authors

• Janina Brutt-Griffler, SUNY - Buffalo

• Eunjee Jang, University at Buffalo - SUNY