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Direct linkGranados, Adrián; Lorenzo-Espejo, Antonio; Lorenzo, Francisco – International Journal of Bilingual Education and Bilingualism, 2022
However influential the interdependence hypothesis has become in bilingual research, it still lacks full empirical support. This longitudinal study explores the parallels in the biliteracy development (L1 Spanish and L2 English) of 20 students in a European immersion programme (i.e. CLIL) over a two-year period. A bilingual learner corpus of…
Descriptors: Bilingualism, Literacy, Second Language Learning, Second Language Instruction
Peer reviewedParker, Richard I.; Hasbrouck, Jan E.; Weaver, Laurie – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2001
Uses two formulas developed for Spanish language text to analyze 9 stories that were read by 36 Spanish-speaking second graders with limited English proficiency. Finds that the Spanish readability formulas only weakly predicted student performance, indicating the need to pursue broader, qualitative indices of difficulty for Spanish text. (SG)
Descriptors: English (Second Language), Grade 2, Primary Education, Readability Formulas
Peer reviewedHenkin, Alan B.; And Others – Bilingual Review, 1984
Spanish and English readability formulas were applied to sample passages from learning materials and textbooks used in bilingual classrooms in order to ascertain their analytic and predictive capabilities. Two main factors, word difficulty and sentence difficulty, accounted for most of the total variance in readability research using factor…
Descriptors: Bilingual Education, Content Analysis, Difficulty Level, English (Second Language)
