Exploring connections between emergent biliteracy and bilingualism

By Iliana Reyes. 2006

148 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/aa30eb1155f523b580e8122148572922d21e5663

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In Developmental and Educational Psychology

In Education

In Language and Linguistics

Citations in the corpus

Coordinated Translanguaging Pedagogy as Distributed Cognition: A Case Study of Two Dual Language Bilingual Education Preschool Coteachers’ Languaging Practices During Shared Book Readings (2016, background): “Emergent bilinguals are young children who have the potential to develop bilingual proficiency through exposure to and support from environments that provide opportunities to use each language in meaningful and authentic ways (Gort, 2006; E. E. García, 1983, O. García, 2009a; Reyes, 2006).”
The early developmental competencies and school readiness of low-income, immigrant children: Influences of generation, race/ethnicity, and national origins ☆ (2009, background): “…for second-generation immigrants could indicate that the child’s language development is under transition, or the language719 input the child is receiving in both English and Spanish is limited and not sufficiently promoting their language development720 (Reyes, 2006; Tabors & Snow, 2001).”
The Language and Literacy Development of Young Dual Language Learners: A Critical Review (2014, background): “…suggest that DLL children follow a similar developmental progression to monolingual children and recognize that their two writing systems are separate (Buckwalter & Gloria Lo, 2002) and that children learn the form and function of written language over time (Reyes, 2006; Yaden & Tardibuono, 2004).”
Changing teachers’ perceptions about the writing abilities of emerging bilingual students: towards a holistic bilingual perspective on writing assessment (2012, background): “2002; Gort 2006; Valdés and Anloff Sanders 1999) and from research on biliteracy from a bilingual perspective (Dworin 2003; Dworin and Moll 2006; Martı́nez-Roldán and Sayer 2006; Reyes 2006; Reyes and Constanzo 2002; Valdés 1992).”
Navigating Hybridized Language Learning Spaces Through Translanguaging Pedagogy: Dual Language Preschool Teachers’ Languaging Practices in Support of Emergent Bilingual Children’s Performance of Academic Discourse (2015, methodology): “We use the term emergent bilinguals to describe young children (ages 3 to 5 years) who are in the dynamic process of developing bilingual and biliterate competencies with the support of their families, schools, and communities (García, Kleifgen, & Falchi, 2008; Gort, 2006; Reyes, 2006).”