Enacting Culturally and Linguistically Responsive Biliteracy Instruction: Unveiling the Implementation Gap

• In Event: Interrogating Reading Policies and Practices for Emergent Bilinguals in Changing Political and Instructional Contexts

Abstract

Overview
The purpose for this research project is to develop a Dynamic Biliteracy framework with bilingual educators through action research. This framework will address the issue of not having a dynamic biliteracy approach to further develop bi/multilinguals biliteracy and bilingualism within a Southwestern state. The Dynamic Biliteracy framework will enhance and support bilingual education program models and the state agency by facilitating Dynamic Biliteracy Institutes professional learning to develop biliteracy coaches, coordinators, and leaders to disseminate the information to bilingual educators.

Theoretical Framing
Traditional bilingual education classrooms most often follow either a convergent biliterate model or a separation biliterate model (García, 2009). The convergent biliterate model is found in transitional bilingual education classrooms, where reading and writing is performed in two languages, but usually following the reading and writing norms of the English language. The separation biliterate model is found in dual-language bilingual education (DLBE) classrooms, where the use of English and Spanish in literacy activities always occurs separately. For example, students read in one language and write in the same language. In contrast, a flexible model of biliteracy is when literacy contexts and topics across named languages are interrelated through metalanguage conversations and trans-linguistic connections are made (García et al., 2017) for deep comprehension of text and language development.
Methods
This study will be facilitated using Participatory Action Research (PAR) jointly producing knowledge with others to produce critical interpretations and readings of the world, which are accessible, understandable to all those involved and actionable (Chatterton et al., 2007). PAR is a form of action research in which researchers fully collaborate with educators in studying and transforming educational programs, services, and practices. There are very few DLBE programs that exist based on flexible models in biliteracy and translanguaging theory (Sanchez et al., 2018). To implement a flexible model of biliteracy in bilingual multicultural education programs, the present work seeks to use a PAR method through qualitative design. Research questions are 1) How bilingual teachers meet structured literacy and biliteracy requirements in English and Spanish Language Arts and 2) How do elementary bilingual teachers successfully integrate two mandates: the science of reading, and biliteracy?

Findings
This action research project will contribute evidence-based knowledge/findings about the biliteracy models/pathways that best support New Mexico’s bilingual multicultural education programs. Confirming what works will inform project partners with the state agency as it develops a research-based Dynamic Biliteracy framework educators can replicate to improve outcomes for children speaking Indigenous, Spanish, or other languages in addition to English.

Significance
Participatory Action Research (PAR) will produce knowledge collaboratively with educators to study/transform educational programs, services, and practices. This ongoing learning process, emphasizing co-learning, participation, and systemic transformation, will give educators what they need, based on their feedback/contributions. The PAR project will contribute to the implementation gap of structured literacy and biliteracy requirements in English and Spanish Language Arts. By successfully integrating two mandates: the science of reading and biliteracy to create a Dynamic Biliteracy framework for bilingual educators.

This project is Funded by the W.K. Kellogg Foundation.

Authors

• Susana Ibarra Johnson, New Mexico State University

• Minea Armijo Romero, New Mexico State University

• Elisabeth Valenzuela, New Mexico Highlands University

• Mary Fahrenbruck, New Mexico State University