ERIC Number: EJ1342101
Record Type: Journal
Publication Date: 2022
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0561
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Available Date: N/A
An Asset-Based Practice for Teaching Bilingual Readers
Zoeller, Emily; Briceño, Allison
Reading Teacher, v76 n1 p92-96 Jul-Aug 2022
When working with bilingual readers, teaching for equity means building on students' linguistic strengths. To do so, we must provide intentionally designed holistic literacy instruction that encourages students to use their full literacy and linguistic repertoire. This article describes an asset-oriented approach called "Transliteracy" to help teachers leverage and develop students' cross-linguistic knowledge. We provide an Observation Framework for foundational skills and a Prompting Model to support teachers in implementing Transliteracy, even in English-only settings. Transliteracy offers a model by which we teach from what students already know, and celebrate, rather than ignore, bilingualism as a path to more equitable literacy instruction.
Descriptors: Bilingualism, Reading Instruction, Teaching Methods, Native Language, Second Language Learning, Second Language Instruction, English (Second Language), Literacy Education, Transfer of Training, Models, Prior Learning, Equal Education, Holistic Approach
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
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Author Affiliations: N/A