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Dual Language Learners, English Learners, and Literacy Knowledge
Fri, April 22, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), Manchester Grand Hyatt, Floor: 2nd Level, Harbor Tower, Harbor Ballroom HSession Type: Paper Session
Abstract
This session presents findings of building literacy knowledge in dual language learners and English learners. Information will be presented regarding teachers' racial literacy knowledge, building knowledge and language through inquiry, and the role bilingual language proficiency plays in reading comprehension for dual language learners. This session will also discuss how reading motivation varies among Latinx and other English Learners.
Sub Unit
Chair
Papers
Capturing Teachers' Racial Literacy Knowledge: An Exploratory Study - Lisa O'Brien, Merrimack College; Catherine A. Lammert, Texas Tech University; Carin L. Appleget, Creighton University; Pallavi Chhabra, Washington University in St. Louis; Shuling Yang, East Tennessee State University; Poonam Arya, Wayne State University; Xiufang Chen, Rowan University; Marla R. Goins, University of Nevada - Las Vegas; Rhonda Hylton, Indiana University Bloomington; Amy Leigh Tondreau, University of Maryland - Baltimore County
Examining Dual Language Latinx Bilingual Learners' Reading Scores - Isela Almaguer, University of Texas - Rio Grande Valley; J. Joy Esquierdo, University of Texas - Rio Grande Valley
Examining the Differences in Reading Motivation Between Latinx and Other English Learners - Eira Idalmy Cotto Pidgeon, Syracuse University; Bong Gee Jang, Syracuse University; Maria Selena Protacio, Western Michigan University
Examining the Usability of the "Building Knowledge and Language Through Inquiry" (KLI) Intervention for Upper Elementary Emergent Bilinguals - Dennis S. Davis, North Carolina State University; Becky H. Huang, The Ohio State University; Jackie Eunjung Relyea, North Carolina State University; T. Fulya Eyupoglu, North Carolina State University; Davy Tran, University of Virginia; Courtney Wood Samuelson, North Carolina State University; Sarah Dawson, North Carolina State University; Phillip Liu, University of Texas - San Antonio; Benjamin Kelcey, University of Cincinnati
The Role of Bilingual Language Proficiency in Reading Comprehension for Latino Dual Language Learners - Tim T. Andress, University of Texas at Austin; Doris Luft Baker, University of Texas at Austin; Yonghan Park, Chungnam National University
The Potential of Loose Spaces: Operationalizing Critical Disciplinary Literacy for English Language Arts - Tierney B Hinman, Auburn University; Colleen M. Fairbanks, University of North Carolina - Greensboro