Investigating Immersion Biliteracy Development Through Virtual Exchanges

• In Event: Research In Progress Roundtable Session 5
  In Invited Roundtable: Literacy and Language Education: Understanding Discourse and Practice (Table 4)

Abstract

Many studies have examined dual language immersion programs, but few are completed during the middle school years where the “dual language” model changes to the “continuation” model and student’s motivation for language study wanes (Kreikemeier & James, 2021; O’Dowd, 2007). Less studies have investigated non-heritage language learners in immersion programs and how their biliteracy skills develop during these continuation years. This study focuses on middle school non-heritage immersion students who are entering their “continuation” years and focuses on how global literacies can develop biliteracy skills through participating in a virtual exchange. This collaborative practitioner study is investigating how these pluriliteracies support biliteracy development and encourage non-heritage speakers to develop a sense of global identity by interacting with German students.

Author

• Kelly Jones, University of South Carolina