Calero, Maria. Bi-Literacy Strategies for Second Language Learners.

June 1, 2019

Activity 1.

The connection between L1 literacy and success in learning to read in the second language

The connection between L1 literacy and success in learning to read a second language

depends first on how the two languages related to each other. If we talk about Spanish and

English, both languages are similar in many ways and that supports a positive transfer or

connection between languages. Both languages use the same type of alphabet with some subtle

differences such as an extra letter- ñ- in Spanish, and some letter combinations that are different

in both languages. Since both languages are derived from the Latin and Greek, they share the

same roots and therefore there are many cognate words that facilitate the learning through the

transfer from one language (L1) to the other (L2). As Cummins notes (2000, p.68-9), “the

essential aspect of academic language proficiency is the ability to make complex meanings

explicit”. Both languages have similar grammatical rules such as pluralization, punctuation,

capitalization, and parts of speech, with some variations, but that enables students to learn

concepts, and content thanks to the similarities.

Another way to connect L1 literacy and be successful in learning to read in L2 is by

providing students structured spaces where teachers effectively instruct learners to use reading,

writing, listening, and speaking skills for a wide range of purposes in both languages, as Beeman

and Urow (2013) suggest on p.2. Also, Genesee & Riches mention in their research that Els

should be exposed to direct, interactive and process-based instruction where students are

engaged in authentic use of written language for communication or self-expression. Something

to have in consideration is the language of instruction. “Classrooms that combine interactive with

direct instruction provide instruction in specific reading and writing skills within carefully

designed interactive context, such as Instructional Conversations” (pp.142). An important aspect

Calero, Maria. Bi-Literacy Strategies for Second Language Learners. June 1, 2019

to develop reading in L2 as decoding, fluency, and comprehension skills is metalanguage or

metalinguistic awareness. This is crucial as Escamilla., et al (2014) mention, because “it is the

way children develop and talk about language, both within and across language systems”.

As I have noticed throughout my years in the classroom, the stronger students arrived on

L1, the easier for them to achieve higher levels of reading in English. Escamilla, K., et al (2014)

suggests the implementation of “Paired Literacy” that consists on teaching emerging bilingual

students to read in Spanish as well as in English, in order to promote both biliteracy and higher

levels of reading achievement in English and enhance the development of both languages (p.5).

In conclusion, “The bridge” proposed by Beeman & Urow (2013), “Paired Literacy”

suggested by Escamilla, K, et al (2013) and all of the research done regarding the best practices

to teach bilingual students in the US showed that we have to continue to learn about best

practices, because no one has discovered the golden pot on teaching bilingual education in the

US. Researchers continue discovering new strategies or ideas to better serve our bilingual

students, and in the classroom, we should continue teaching students based on what is best for

each of them. The goal is to give equity to both systems, so students should receive instruction

that uses both languages strategically and in a way that makes pedagogical sense, as Beeman &

Urow ( 2013, p.9) suggest in their book Teaching for Biliteracy.

References

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https://www.fluentu.com/blog/spanish/similarities-between-spanish-and-english/ .