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Journal 7

Lizbeth Jara Oregon

University of St. Thomas

Professor Cruz
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Research shows that initial literacy in Spanish is supported by the transfer theory and

more recently bidirectional transfer. When students can read in their native language, those skills

will transfer to the second language. According to Escamilla et al, “It has been axiomatic in the

field of U.S bilingual/dual language education that what one knows in one language can be

positively transferred to learning to read in another language” (Escamilla et al, 2014). There can

be many negative assumptions when initial literacy is in Spanish. It may be incorrectly assumed

that language transfer happens automatically, that there will be a language gap or that literacy

instruction in the second language should be retaught. It is vital that administration and teachers

are properly trained in transfer theory and bidirectional transfer in instruction and assessment in

order to maximize biliteracy benefits for students.

Literacy based English language development builds on the on the literacy skills and

knowledge students have developed in Spanish and allows teachers to use metalinguistic

awareness to develop a second language. Literacy based ELD is text and language based as

opposed to ESL instruction. Research shows that English oral proficiency is directly related to

English literacy when talking about initial literacy based on English language development.

According to Escamilla et al., “In literacy based ELD, metalinguistic awareness and oracy are

prominently emphasized to promote English comprehension and ensure that students make links

between what they know and how to read and write in Spanish and English” (Escamilla et al.,

2014). Text level skills such as reading comprehension are directly associated with oral language

proficiency in English. Due to these findings by the National Literacy Panel they made the

following recommendation, “Exclusive English language development must be incorporated into

successful literacy instruction” (Escamilla et al., 2014).

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References

Escamilla, K., Hopewell, S., Butvilofsky, S., Sparrow, W., Soltero-Gonzalez, L., Ruiz-Figueroa,

O., & Escamilla, M. (2014). Biliteracy from the start: Literacy squared in action.

Philadelphia, PA: Caslon Publishing