Semilingualism Applied: Semilingualism Applied: Bi-iliteracy or Emerging BiliteracyBi-iliteracy or Emerging Biliteracy

Kathy EscamillaKathy Escamilla

University of Colorado, BoulderUniversity of Colorado, Boulder

Kathy.escamilla@colorado.eduKathy.escamilla@colorado.edu

IntroductionIntroduction

Ruiz (1988) - Non-English languages Ruiz (1988) - Non-English languages (especially Spanish) are viewed as problems (especially Spanish) are viewed as problems to be remedied in schoolsto be remedied in schools

McSwan, Rolstad & Glass (2002) - Testing McSwan, Rolstad & Glass (2002) - Testing such as the LAS serves to legitimitize the such as the LAS serves to legitimitize the view that language is a problem and that view that language is a problem and that many Spanish speakers have ‘no language’many Spanish speakers have ‘no language’

Non-nons - SemilingualismNon-nons - Semilingualism Semilingualism applied to literacy - bi-Semilingualism applied to literacy - bi-

iliteracyiliteracy

Literature BackgroundLiterature Background

Almost exclusive reliance on English Almost exclusive reliance on English language reading research in the language reading research in the development of reading and assessment development of reading and assessment programs for emerging bilinguals (Bernhardt, programs for emerging bilinguals (Bernhardt, 2003; Grant & Wong, 2003)2003; Grant & Wong, 2003)

Belief that reading/writing processes in a Belief that reading/writing processes in a second language parallel the first (Fitzgerald second language parallel the first (Fitzgerald 1993, 1995)1993, 1995)

Learning to read in English as a second Learning to read in English as a second language is the same for all language groups language is the same for all language groups (Dubin, Eskey & Grabe, 1986).(Dubin, Eskey & Grabe, 1986).

Unexamined Assumptions..Unexamined Assumptions..

‘‘Good teaching is good teaching’ Good teaching is good teaching’ (Universal programs based on English)(Universal programs based on English)

Reading in L2 is same as L1Reading in L2 is same as L1 Dismissal of L1 factors (e.g. Dismissal of L1 factors (e.g.

Farsi/English and Spanish/English Farsi/English and Spanish/English interact the same way)interact the same way)

Create the framework for discussing bi-Create the framework for discussing bi-iliteracy as a socially constructed iliteracy as a socially constructed categorycategory

Research PurposeResearch Purpose

Examine teachers’ perceptions of the Examine teachers’ perceptions of the writing behaviors of students who are writing behaviors of students who are learning to read and write in both learning to read and write in both Spanish and English in an early exit Spanish and English in an early exit ELA program.ELA program.

Context and SettingContext and Setting

Elementary School in Colorado (inner Elementary School in Colorado (inner city)city)

‘‘ELA’ Early Exit ProgramELA’ Early Exit Program 475 students475 students 89% Latino89% Latino 50% L1 Spanish50% L1 Spanish 97% poverty97% poverty

Getting ready for CSAPGetting ready for CSAP

Reading instruction dominated the Reading instruction dominated the curriculumcurriculum

Writing in English and Spanish were not a Writing in English and Spanish were not a focusfocus

Need to look at student writing to prepare for Need to look at student writing to prepare for high stakes testhigh stakes test

18 full-time teachers (12 bilingual - 6 native 18 full-time teachers (12 bilingual - 6 native Spanish speakers - 1 with formal study in Spanish speakers - 1 with formal study in methods of teaching reading in Spanish)methods of teaching reading in Spanish)

MethodsMethods

110 writing samples gathered (fall/spring) - 110 writing samples gathered (fall/spring) - 4th and 5th grade4th and 5th grade

64 wrote in Spanish; 46 Spanish & English64 wrote in Spanish; 46 Spanish & English Writing prompts - ‘The Best Birthday Ever’ - Writing prompts - ‘The Best Birthday Ever’ -

‘If I could be Someone Else for a Day’‘If I could be Someone Else for a Day’ Developed scoring rubric based on six-traitsDeveloped scoring rubric based on six-traits Structured 4 professional development Structured 4 professional development

sessions to discuss student writingsessions to discuss student writing Professional development sessions and Professional development sessions and

interviews examined teachers’ perceptions interviews examined teachers’ perceptions

Finding #1Finding #1

Numeric outcomes provided empirical Numeric outcomes provided empirical evidence for bi-iliteracy (my term)evidence for bi-iliteracy (my term)

Rubric - 5 point scaleRubric - 5 point scale Fall mean 2.6 Spanish; 2.2 EnglishFall mean 2.6 Spanish; 2.2 English Spring mean 3.2 Spanish; 3.0 EnglishSpring mean 3.2 Spanish; 3.0 English Teachers concluded student writing Teachers concluded student writing

skills in both Spanish and English were skills in both Spanish and English were ‘low’‘low’

Reasons for bi-iliteracyReasons for bi-iliteracy

Rushed to English without ample time Rushed to English without ample time for L1 Spanish to developfor L1 Spanish to develop

No focus on writing instructionNo focus on writing instruction Children were poor, had limited life-Children were poor, had limited life-

experiences etc.experiences etc. No one questioned the validity of the No one questioned the validity of the

assessment toolassessment tool

Finding #2Finding #2

Teachers focused on student writing Teachers focused on student writing weaknesses rather than strengths in weaknesses rather than strengths in SpanishSpanish

Perceived weaknesses emphasized Perceived weaknesses emphasized conventions, mechanics and conventions, mechanics and organization rather than voice and organization rather than voice and contentcontent

Examples….Examples….

Policia – para ensenar alos niños sobre la biolensia para que se los fueran aprendiendo poco a poco sobre eso ….y para cuando se presente algun caso de que el esposo anda tomado y que golpio a su mujer y que se escape y se yebo a sus hijos dela casa. (Policeman – To teach children about violence so that they could be learning little by little about this…and so that when a case comes up where a husband is drunk and hits his wife so that she can escape and take the children).

Examples…..Examples…..

Maestra – ayudaria a los niños de calle les hace falta comida, ropa y sapatos. Aunque yo no tubiera dinero lo consigueria para ayudarlos. (Teacher – to help the street children who do not have food, clothes or shoes. Even though I might not have money, I would look for some way to help them).

Finding #3 - Writing Issues in Finding #3 - Writing Issues in English were Attributed to SpanishEnglish were Attributed to Spanish

I would like to be Lisa Simpson. Lisa is I would like to be Lisa Simpson. Lisa is my favorite cartoon character because is my favorite cartoon character because is inteligent and so cool. She know inteligent and so cool. She know everything in math and science. She never everything in math and science. She never get mad at nobody she is so cool. I would get mad at nobody she is so cool. I would like to help kids to finich the school. And like to help kids to finich the school. And help people that need a job.help people that need a job.

Finding #4 - Teacher Finding #4 - Teacher frustrationfrustration

Abundance of staff-development in Abundance of staff-development in English, none in SpanishEnglish, none in Spanish

No methodology classes in teaching No methodology classes in teaching literacy in Spanishliteracy in Spanish

Not knowing when/how to teach Not knowing when/how to teach Spanish language arts (e.g. accent Spanish language arts (e.g. accent rules)rules)

Transition as criteria, point in time, not Transition as criteria, point in time, not processprocess

Finding #5 - Beyond bi-Finding #5 - Beyond bi-iliteracy - emerging biliteracyiliteracy - emerging biliteracy

Writing prompts - same but not equalWriting prompts - same but not equal Learning to tell the difference between Learning to tell the difference between

‘normal development’ and negative ‘normal development’ and negative transfertransfer

Children had much to say about their Children had much to say about their world and focus on conventions and world and focus on conventions and mechanics precluded our seeing what mechanics precluded our seeing what they knowthey know

ConclusionsConclusions

Assessments, even holistic classroom Assessments, even holistic classroom based assessments, may serve to based assessments, may serve to produce legitimate knowledge to justify produce legitimate knowledge to justify student deficits. While unintentional, student deficits. While unintentional, the writing assessment and rubric used the writing assessment and rubric used in this study served to affirm in this study served to affirm preconceived notions that students preconceived notions that students were bi-iliterate - not literate in either were bi-iliterate - not literate in either Spanish or English.Spanish or English.

ConclusionsConclusions

““It is difficult to encounter discussions It is difficult to encounter discussions anywhere in the U.S. of developing policies anywhere in the U.S. of developing policies that focus on developing bilingualism or that focus on developing bilingualism or biliteracy as either private or public asset biliteracy as either private or public asset including their potentially significant including their potentially significant contribution to academic achievement.” contribution to academic achievement.” (Black & Valenzuela, 2004)(Black & Valenzuela, 2004)

In this environment, it is likely that non-In this environment, it is likely that non-English languages will continue to be viewed English languages will continue to be viewed as problems to be remedied.as problems to be remedied.

Conclusions Conclusions

““The most pressing issue for reading The most pressing issue for reading instruction is the preparation of instruction is the preparation of teachers to ensure that they have the teachers to ensure that they have the knowledge or skill to diagnose and knowledge or skill to diagnose and assess children’s progress. assess children’s progress. Assessment does not mean high Assessment does not mean high stakes testing, but the everyday set of stakes testing, but the everyday set of judgments that teachers make about judgments that teachers make about the progress of individual children.” the progress of individual children.” (Bernhardt, 2003).(Bernhardt, 2003).