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An Examination of Biliteracy for English Learner
by Amy Somers-Quealy
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Dr. Amy Somers-Quealy has worked on behalf of multilingual and multicultural students for more than a decade. She began her career teaching Spanish and French to middle schoolers and quickly recognized a growing need to serve bilingual students. She received her Master’s Degree in English as a Second Language in 2011 from Cambridge College and went on to teach English learners for eight years. During this time, she decided to pursue a doctoral degree in educational leadership. In 2017, Dr. Quealy published a qualitative multicase study exploring English as a Second Language practices in suburban public schools. She received her Doctorate of Educational Leadership with a focus in Teaching, Curriculum and Leadership in 2017 from Northeastern University. Dr. Quealy’s areas of interest and advocacy include cultural competence in educational leadership and the impact of educational theory on sheltered English instructional practices. Throughout her educational journey, she has held the positions of teacher, assistant principal, principal, and director of English Language Education. She resides in Southeastern Massachusetts with her husband Rob and her two children, Grace and Jackson. Dr. Quealy is committed to equity in education for multilingual students and continues to work on their behalf.
Introduction
For the past decade, English Learners (ELs) have been, and continue to be the fastest growing student population in American schools. As of 2018, the U.S. Department of Education estimates that there are 4.8 million ELs attending schools across all fifty states (U.S. Department of Education Statistics, National Center of Education Statistics, 2018). Therefore, it is vital for educators, educational leaders, and policy makers to understand best practices for educating ELs in culturally relevant school communities. Since literacy is considered the gateway to learning and accessing academic information in American schools, examining literacy for ELs will assist in empowering ELs in reaching high levels of achievement. According to scholars, the avenue for literacy development for bilingual speakers is best achieved through biliteracy; that is, the ability to acquire literacy in more than one language and often in more than one writing system (Cummins, 2000; Kenner, Kress, Al-Khaib, Kam, & Tsai, 2004; Dworin, Moll, & Saez, 2001; Bialystook, Luk, & Kwan, 2005; Hornberger, 2004; Bialystok, McBride-Chang, & Luk, 2005; Li, 2006; ErnstSlavit & Mulhern, 2003; Sneddon, 2008). Cummins (2000) asserted, “biliteracy must become an essential component of educational reform efforts” (p. 1). In order to examine biliteracy practices and outcomes, the literature was reviewed to find commonalities and key themes. This article presents key themes as they arose so that educators and educational leaders will consider their impact on current literacy instruction for ELs. The themes presented include understanding biliteracy, the intersection of the native language (L1) and the target language (L2) in literacy development, the role of parents and family in promoting biliteracy, the use of bilingual books to promote literacy in
EL classrooms and at home, and the development of critical literacy skills for bilingual students.
It has long been accepted that proficiency in one ’s native language directly corresponds with one ’s ability to develop literacy in a second language. Scholars assert that promoting biliteracy is a “feasible” educational outcome and that
educators must offer support in this critical area of learning (Cummins, 2000; Kenner et al., 2004). In order for educators to offer support, they must understand how to do so. Dworin, Moll, and Saez (2001) wrote, “if acquiring literacy in two languages affects the outcome of literacy instruction, then it would be important to know that” (p. 43). Since phonics is an integral aspect of acquiring literacy, the first step for educators is to be familiar with a student’s native language writing system. For example, Portuguese is an alphabetic system like English where graphemes represent phonetic segments, whereas Chinese is a character language where morphemes are the basic linguistic units that correlate with both semantic and phonological properties (Bialystok et al., 2005). Since developing literacy in different systems requires different skills, it is imperative for educators to know about native language characteristics. Research concludes that it is easier to transfer skills
from one alphabetic system to another such as with native Portuguese speakers who are acquiring English. Nevertheless, with students who are learning to decode an alphabetic language, explicit phonemic instruction should be considered so that they are able to transfer knowledge between the two languages that are being acquired. Even when writing systems are different as in the case with Chinese and English, research revealed that phonological awareness reflects a general processing ability (Bialystok, Luk & Kwan, 2003). Dworin, Moll, and Saez (2001) contended that becoming literate in more than one language is “something special”; therefore, students must internalize that their acquisition of two languages and the ability to read in two languages is something special and not a deficit in their learning (p. 2). Since most American educational models develop English as the primary goal, students may feel that developing their native languages is not important or essential to their being successful in school or as a reader (Dworin, Moll, & Saez, 2001). Dworin, Moll, and Saez (2001) cited a study which concluded that in order to make marked gains in developing literacy in the target language, opportunities must be given to simultaneously develop literacy in the native language. Additional scholarship conveys that “language mixing” enables educators to communicate content to ELs, which would otherwise be lost (Hornberger, 2004, p. 163). These assertions have implications for instruction in American classrooms since many programs only focus instruction in English. Educators must interrogate how to foster literacy in the native language, whether it is through
bilingual and dual language programs, involving parents in the education of their children, or creating opportunities for native language support in the classroom.
Not only does access and development of the native language contribute to overall literacy growth, the attitudes that schools, peers and even parents have toward the native or “heritage” language also contribute to literacy development (Li, 2006). Li (2006) cited one Canadian school that was predominantly attended by Chinese speakers where ESL: English as a Second Language was delivered in pull-out sessions by monolingual teachers who discouraged the speaking of Chinese. This was an attitude that permeated the school, which lead to ELs referring to the school as the “English School.” Since educators displayed a negative view of the heritage language out of fear that English would not be acquired, EL students viewed literacy in Chinese as something that was not valuable despite the research that demonstrates that literacy in Chinese would lead to better outcomes for literacy development in English. At times, monolingual classroom teachers view fostering biliteracy in two languages as a daunting task; however, research contends that involving parents in native language development may be the key to fostering biliteracy (Li, 2006).
Li (2001) asserted that parents and families who present the attitude that the heritage language must be maintained and developed help students to become biliterate. Further, studies reveal that students who have the dedicated support of their families and community language schools have a real opportunity for becoming biliterate (Kenner et al., 2004). Since it is unrealistic to expect that a classroom teacher or content teacher be solely responsible for fostering biliteracy in a child, it is imperative to seek help from all stakeholders, including parents, families, and the community. Teachers do not always know where to begin in seeking the help of home and may not realize how important multiliteracy is, especially in developing literacy in English (Li, 2006). In a multi-case study of primary students in Canada where Chinese was the native language of all students, Li (2006) found that students who maintained the native language at home and whose parents felt that they played a crucial role in educating their children in their heritage language had better outcomes with biliteracy and in acquiring English. The student who was able to become biliterate in both English and Chinese spoke Chinese at home at all times and was taught how to read and write in Chinese by her parents. Conversely, another child in the study who attended weekly Chinese school, but did not always speak Chinese in the home, was not able to become biliterate. In Li’s (2006) study, the parents of the child who became biliterate believed that her
being competent in Chinese would lead to her being competent in English. Moreover, they felt that it was important for her to learn English and to become biliterate. Not only is it important for
educators to seek out help from parents, Li’s (2006) study implies that it is also imperative for educators to teach parents and families about biliteracy and language acquisition so that they realize that a strong foundation in the native language and heritage language literacy directly impacts the success of literacy in a second language.
The Use of Bilingual Books to Promote Biliteracy in EL Classrooms and at Home
One way that educators and parents can assist their children in becoming biliterate is through the use of bilingual or dual language texts. Sneddon (2008) asserted that a teacher’s role in providing parents with information and dual language books is critical to helping children become “additive bilinguals” and increasing their biliteracy. Sneddon (2008) cited a study where newcomers (students newly learning English) who were literate in their native languages used bilingual texts to support understanding and vocabulary development. Further, using dual language books in class reflects an appreciation for students’ native cultures. Sneddon (2008) found that Gujarti-and Urduspeaking parents were very appreciative of teachers’ efforts to send home bilingual English materials because they had difficulty finding materials in their native languages. In addition, Sneddon’s (2008) study of two Albanian families who were sent home bilingual texts in Albanian and English concluded that it played an important role in developing their children’s biliteracy and in exploring their personal identities. Sneddon’s research (2008) suggests that it is vital for teachers to understand the impact of a dual language approach to biliteracy and for them to have access to native language materials. Additional scholarship asserts that dual language texts promote biliteracy, increase enthusiasm among Els, and show the value that schools place on other languages in learning (Ernst-Slavit & Mulhern, 2003). Ernst-Slavit and Mulhern (2003) recommend that when selecting bilingual books, educators should consider the book design, the layout and the quality of the text. They recommended the use of bilingual books in fostering second language and literacy development. Some ways in which to use bilingual texts in literacy development, include introducing a topic, supporting transfer of reading in L1 to L2, supporting independent reading, using L1 as a preview, using L1 as a review, reading two versions for self-assessment, comparing and contrasting cognates, improving home-school connections, supporting family literacy programs, raising all children’s awareness of multiculturalism, helping teachers learn another language, and encouraging reading for pleasure (Ernst-Slavit & Mulhern, 2003).
Cummins (2000) contended that in order to prepare students to be successful in a 21st-century workplace, educators need to promote higher levels of literacy. Although educators may not
know that biliteracy and proficiency in both languages leads to students being critical thinkers, Cummins (2000) contended that the only way to arrive at higher literacy for ELs is through biliteracy. He wrote, “ The goal is to demonstrate that biliteracy is a feasible educational outcome for all students and what requires explanation is the public discourse that vehemently denies it” (Cummins, 2000, p. 1). Cummins (2000) contended that students must actively use the target language to engage in critical academic discourse about content and texts. He cited Ada
(1988) in Paulo Freire’s works when discussing the importance on interaction that allows for students’ voices to be heard (Cummins, 2000). He argued that students who are actively able to voice critical reasoning and analysis are not constricted by the single voice of the teacher or the curriculum, which is necessary for culturally diverse children when engaging in critical literacy. Cummins’s (2000) assertion makes the case that all literacy instruction for ELs and multicultural students should provide ample opportunities for students to engage in academic discourse and dialogue that will promote critical thinking in the target language and the heritage language. These dialogues should allow for higher level thinking such as inferencing, comparing and contrasting, and relating problems and solutions to personal experience and prior knowledge (Cummins, 2000).
Conclusion
There are several areas of literacy instruction for ELs such as vocabulary instruction and building background that could be examined in a more in-depth context. However, the literature reviewed in this article focused on the impact of biliteracy on literacy outcomes. Research clearly states that literacy in students’ native or heritage languages transfers to developing literacy in a second language, particularly if the writing systems are alphabetic, which makes a strong case for explicit phonemic instruction for bilingual speakers (Cummins, 1983; Bialystok, Luk, & Kwan, 2005; Bialystok, McBride, & Luk, 2005; Kenner et al., 2004; Hornberger, 2004; Li, 2006). Further, students do better with acquiring biliteracy when schools and educators place value and hold positive attitudes toward students’ native languages. Although research tells educators to promote proficiency in students’ native languages, monolingual educators often find it difficult; yet research suggests that educators can recruit parents and families to assist with teaching students to read in their heritage language (Dworin, Moll, & Saez, 2001). Students who continue to speak and read in the L1 in the home have better outcomes when
acquiring literacy in a second language. One way that educators can assist in promoting biliteracy is using dual language texts in the classroom and providing dual language texts to parents to read in the home (Sneddon, 2008). Lastly, while promoting biliteracy is an essential aspect of literacy success for ELs, scholars indicate that literacy instruction for culturally diverse students academic and conversational discourse must
encompass critical thinking skills through opportunities (Cummins, 2000).
References
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