Two Kindergartners’ Constructions of Literacy Learning in Spanish: A Challenge to Superficial Balanced Literacy Instruction  

Oleh:

Mulhern, Margaret M.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: International Journal of Bilingual Education and Bilingualism (Full Text) vol. 5 no. 1 (2002), page 20 — 39.
Fulltext: Vol. 5, No. 1, 20 — 39.pdf (232.96KB)

Isi artikel

This study examines the literacy learning experiences of two children from an infrequently studied but rapidly growing group – children of Mexican descent becoming literate in their home language, Spanish. The children’s experiences reveal problematic aspects of an instructional approach in which a teacher attempts to balance a traditional phonetic approach to teaching literacywith holistic literacyexperience.Such an approach warrants close examination given the ongoing debate about appropriate instructional approaches to early literacy, both in Spanish and English. This dual case study shows how each child developed a unique understanding about written language which reflectedtheways in which they constructed meaning about the literacy opportunities available to them.

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