Biliteracy in Bilingual Programs: Understanding how Children Read Dual ‐Language Books

This article reports on a study of the think-alouds/verbal protocols of 63 Spanish-English bilingual third and fifth graders and the strategies they used to translate words and retell pages as they read DLBs. Children often took up their identities as language learners and chose to read the language with which they were less familiar. They were also strategic readers, but their strategies were not always accurate. Findings indicate that children would benefit from using DLBs in bi-/multilingual classrooms and participating in activities such as strategic, analytic translation to build their linguistic knowledge and their biliteracy skills.
Source: Reading Teacher - Category: Child Development Authors: Tags: Teaching and Learning in Action Source Type: research