Introducing Dual Language Teachers to Biliterate Reading and Writing Strategies: Challenges and Opportunities

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

Abstract

In this paper, we share preliminary findings from a qualitative case study in a dual language program in Massachusetts. Drawing on paired literacy approaches, this study documents the process and results of a year-long professional development on two biliteracy strategies that connect oracy and literacy: Lotta Lara and theDictado (Escamilla et al, 2014). We identify the needs and challenges that the participating teachers encountered when implementing the strategies and outline the significance of these findings for the field of dual language education. (81 words)

Authors

• Ana Solano-Campos, Georgia State University

• Meg Burns, Lesley University