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Understanding the Reading in English and Understanding the Reading in English and Spanish of Four Hispanic Bilingual Spanish of Four Hispanic Bilingual

FirstFirst--GradersGraders

Angela M. Angela M. LLóópezpez--VelVeláásquezsquez, Ph.D., Ph.D.1212thth ELT ConferenceELT ConferenceBogotBogotáá, Colombia, Colombia

April 2009April 2009

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Presentation OverviewPresentation Overview

Significance and PurposeSignificance and PurposeResearch questionsResearch questionsContext of Study: Community and SchoolContext of Study: Community and SchoolTheoretical perspectivesTheoretical perspectivesMethodology: Data collection & analysisMethodology: Data collection & analysisFindingsFindingsImplicationsImplicationsLimitationsLimitations

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Purpose of the StudyPurpose of the Study

To understand how young bilingual children interpret To understand how young bilingual children interpret and enact reading and the comprehension of Spanish and enact reading and the comprehension of Spanish and English textand English text

To investigate the strengths and weaknesses of young To investigate the strengths and weaknesses of young bilingual children in relation to their comprehension of bilingual children in relation to their comprehension of Spanish and English textSpanish and English text

To expand our understanding of the impact that home To expand our understanding of the impact that home and school settings have on the reading of young and school settings have on the reading of young bilingual children bilingual children

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Significance Significance

Young Hispanic bilinguals Young Hispanic bilinguals Large numbers of SpanishLarge numbers of Spanish--speaking children and youth nationwide speaking children and youth nationwide

(79.2%) (Kindler, 2002)(79.2%) (Kindler, 2002)

Interpretations and enactment of Interpretations and enactment of biliteracybiliteracy(Gregory, 1996; (Gregory, 1996; SchwarzerSchwarzer, 2001, 2001).). Some with older bilingual children Some with older bilingual children

(Jimenez, Garcia & Pearson, 1995, 1996; Jimenez, 1996).(Jimenez, Garcia & Pearson, 1995, 1996; Jimenez, 1996).

Reading practices across home and school settingsReading practices across home and school settings

Enactment of reading and comprehension in their two Enactment of reading and comprehension in their two languageslanguagesFew studies (Goldman, Reyes, & Few studies (Goldman, Reyes, & VarnhagenVarnhagen, 1984), 1984)

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Context OverviewContext Overview

Community in US East Coast city (121,578 Community in US East Coast city (121,578 inhabitants)inhabitants)Capital city, largest city in state Capital city, largest city in state Business hub of the state, high crime rate Business hub of the state, high crime rate (related to drugs and gangs)(related to drugs and gangs)

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City downtown area

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City downtown area

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Three Kings CommunityThree Kings Community

WorkingWorking--class neighborhoodclass neighborhood

Population: Puerto Rican, African Population: Puerto Rican, African American, immigrants several Hispanic American, immigrants several Hispanic countriescountries

Languages: Spanish and English widely Languages: Spanish and English widely used in the city and in Three Kingsused in the city and in Three Kings

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A street in the Three Kings Community

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Business strip in Three Kings

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Public library and business strip across Marco School

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One of the markets in the community, located in the corner of Marco School

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Library has many books written by Spanish-speaking authors, and Spanish translations of English books

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Marco Elementary School

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Marco SchoolMarco SchoolKK--66

92% Hispanic, majority Puerto Rican92% Hispanic, majority Puerto Rican

Dual Language Program (DLP) effort Dual Language Program (DLP) effort initiated at time of study initiated at time of study

Literacy instruction in language of classroomLiteracy instruction in language of classroomSwitch for instruction in the L2 Switch for instruction in the L2

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Research QuestionsResearch QuestionsWhat characterizes firstWhat characterizes first--grade bilingual grade bilingual childrenchildren’’s interpretations of reading?s interpretations of reading?

What characterizes the childrenWhat characterizes the children’’s enactment of s enactment of reading in each of the languages and across reading in each of the languages and across the languages?the languages?

In what ways did family and instructional In what ways did family and instructional contexts relate to the childrencontexts relate to the children’’s enactment of s enactment of reading in their two languages and their reading in their two languages and their interpretations of reading?interpretations of reading?

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Theoretical Perspectives and Theoretical Perspectives and ConstructsConstructs

SocioculturalSociocultural and and SociocognitiveSociocognitive: : cognitive, social, and cultural aspects of literacy development cognitive, social, and cultural aspects of literacy development

((VygotskyVygotsky, 1962, 1978; Moll, 1990; Langer, 1991; Tharp & , 1962, 1978; Moll, 1990; Langer, 1991; Tharp & GallimoreGallimore, 1988)., 1988).

Assisted performanceAssisted performance ((VygotskyVygotsky, 1978), 1978) learning occurs when learning occurs when performance is achieved with assistanceperformance is achieved with assistance

ExampleExample: Adult and child reading text together in child: Adult and child reading text together in child’’s language of weaker s language of weaker literacyliteracy

Activity settingsActivity settings (Tharp & (Tharp & GallimoreGallimore, 1988), 1988) Integration of Integration of cognition and context cognition and context -- who, what, where, when, why of who, what, where, when, why of literacyliteracy

ExampleExample: Adult and child reading a newspaper at home: Adult and child reading a newspaper at home

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MethodologyMethodology

Qualitative multipleQualitative multiple--case study (Merriam, 1998)case study (Merriam, 1998)

Ethnographic techniques for data collectionEthnographic techniques for data collectionInterviews, observations, recordings home reading, Interviews, observations, recordings home reading, dynamic reading assessments, school performance dynamic reading assessments, school performance data data

ParticipantsParticipantsFour children and their parents (teachersFour children and their parents (teachers’’ choice)choice)Two teachersTwo teachers

SpanishSpanish--classroom teacherclassroom teacherEnglishEnglish--classroom teacherclassroom teacher

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Participants: Home and School Participants: Home and School Language EnvironmentsLanguage Environments

Spanish

English

SpanishEnglish

Language of Classroom Instruction

Dom

inan

t H

ome

Lan

guag

e

AndreaAndrea

JuanJuan

NinaNina

JuliaJulia

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Data AnalysisData Analysis

Conducted analysis simultaneously during data Conducted analysis simultaneously during data collection collection (Merriam, 1998)(Merriam, 1998)

Grouped case studiesGrouped case studies

Used constant comparative coding Used constant comparative coding (Glaser, 1992)(Glaser, 1992)

Developed activity settings charts Developed activity settings charts (Tharp & (Tharp & GallimoreGallimore, 1988), 1988)

Created analytical charts for reading dataCreated analytical charts for reading data

Confirmed findingsConfirmed findings through tthrough triangulationriangulation

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Literacy and Oral ConfigurationsLiteracy and Oral Configurations

EnglishSpanish

Literacy OralProficiencyAndreaAndrea

Eng Sp

EnglishSpanish

Literacy OralProficiencyJuanJuan

Eng Sp

EnglishSpanish

Literacy OralProficiencyNinaNina

Eng Sp

EnglishSpanish

Literacy OralProficiency

++

JuliaJuliaEng Sp

Span

ish

Engl

ish

Dom

inan

t H

ome

Lang

uage

English Classroom Spanish Classroom

+Higher Proficiency Significant DevelopmentKEY

+ +

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Julia and NinaJulia and Nina’’s Spanish / English s Spanish / English Reading InstructionReading Instruction

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Findings OverviewFindings Overview

Stronger Stronger biliteracybiliteracy through initial literacy instruction in Spanishnitial literacy instruction in Spanish

High impact of school instructionschool instruction

Biliteracy shaped identityidentity

Different viewsDifferent views of reading

Explicit instruction on Explicit instruction on comprehension strategiescomprehension strategies

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Findings 1: Initial literacy instruction in Spanish Findings 1: Initial literacy instruction in Spanish results in stronger results in stronger biliteracybiliteracy than Englishthan English--only only

instruction regardless of home languageinstruction regardless of home language

Julia and Nina: Julia and Nina: Strategy use for comprehension in Spanish and Strategy use for comprehension in Spanish and EnglishEnglishProsodic features of reading in Spanish (Julia)Prosodic features of reading in Spanish (Julia)Effective decoding and wordEffective decoding and word--segmentation in Englishsegmentation in EnglishEffective use of phonological awareness in Spanish to Effective use of phonological awareness in Spanish to read in Englishread in English

The children who received initial literacy instruction in The children who received initial literacy instruction in Spanish did not sacrifice English literacy attainment by the Spanish did not sacrifice English literacy attainment by the

end of first grade. end of first grade.

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Andrea and Juan:Andrea and Juan:Less effective decoders in English than Julia & Nina in Less effective decoders in English than Julia & Nina in SpanishSpanishLess effective in using their English phonological Less effective in using their English phonological awareness to read in Spanish (Juan)awareness to read in Spanish (Juan)English wordEnglish word--segmentation did not work for Spanish segmentation did not work for Spanish (but quickly grasped syllabic segmentation after (but quickly grasped syllabic segmentation after informal instruction)informal instruction)

The children who received EnglishThe children who received English--only literacy instruction only literacy instruction were not better readers in English than the Spanish were not better readers in English than the Spanish

classroom children. classroom children.

Findings 1 (Cont.): Initial literacy instruction in Findings 1 (Cont.): Initial literacy instruction in Spanish results in stronger Spanish results in stronger biliteracybiliteracy than Englishthan English--

only instruction regardless of home languageonly instruction regardless of home language

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Nina Nina readsreads Pepita Habla Dos VecesPepita Habla Dos Veces

Angela: Ok. Para ahí corazón y dime quéestás pensando.

Nina: que hum…el ma- el maestro Hobbs hum… le, le dijo a Pepita hum..para que vinie- vengara a hablarle hum… español.

Angela: A quién?

Nina: A…a… una señora.

Angela: Ok. Stop there sweetheart and tellme what you are thinking.

Nina: that um… the te.. teacher Hobbs um…said, said to Pepita um… to come to speak um… Spanish.

Angela: to whom?

Nina: to… to… a lady.

Play Audio >

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Nina reads Nina reads The Perfect PiThe Perfect Piññataata

Angela: Ok sweetie, stop there and tell me what you’re thinking.

Nina: que…hum…que ella hum… fuehum…fue con su mamá para la tien- para la tienda de…de cumpleaños para comprar unapiñata.

Angela: Ok sweetie, stop there and tell me what you’re thinking.

Nina: that… um… that she um… went um…went with her mother to the st- to the birthday store to buy a piñata.

Play Audio >

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Julia Julia readsreads Pepita Habla Dos VecesPepita Habla Dos Veces

Angela: Que estas pensando ahora, Julia?

Julia: Yo estoy pensando que…Mr. Hobbs llamaba a Pepi-ta para enseñarle esta señora para hablar es-pañol y el dijo ¡dime lo que quiere!

Angela: Que estas pensando ahora, Julia?

Julia: Yo estoy pensando que…Mr. Hobbs llamaba a Pepi-ta para enseñarle esta señora para hablar es-pañol y el dijo ¡dime lo que quiere!

Text: “Pepita salió corriendo por la tienda de Mr. Hobbs, pero no pudo escaparse a tiempo. ―Pepita― Mr. Hobbs la llamó. ―Ven para que le hables a esta señora en español. ¡Dime lo que quiere!”

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Julia reads Julia reads The Perfect PiThe Perfect Piññataata

Text: The butterfly was every color of the rainbow, with a smiling face. Its wings were magnificent. They could even flutter like a real butterfly’s wings when you moved the piñata just right.

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Andrea Andrea readsreads La PiLa Piññata Perfectaata PerfectaText: “¡Por fin había llegado el día! Hoy, su mamá llevaría a Marisa a la tienda para escoger la piñata de su fiesta de cumpleaños.”

Andrea: Por fin- [thinks]A: como es esta palabra? Sabes que la H no suena…qué estás pensando? A: cuéntame cómo estás tratando de leerla.Andrea: hum, toy como hum…toy diciendo las letras.A: muestrame.Andrea: a-bía.A: Muy bien!Andrea: “había-llegado el dia. Hoy-su-mamá-llevaría a Marisa a-la tienda para-A: que estas pensando?Andrea: Toy pensando de dicir la palabra.A: muéstrame como lo haces.Andrea: es-co-/ger/A: es-co-/her/. La /g/ aquí suena como /h/ como una J sabes por que? Porque tiene una E adelante. Cuando tiene una A, como la G y la A, suena /ga/. Pero si es la G y la E suena /he/. Ves? Entonces. Escoger. A la tienda para escoger…Andrea: “la-piñata-de-su-fiesta.-de-[thinks] cumpleaños.

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Andrea reads Andrea reads PepitaPepita Talks TwiceTalks TwiceText: “Pepita raced by the grocery store that belonged to Mr. Hobbs, but not fast enough. “Pepita,” Mr Hobbs called. “Come speak to this lady in Spanish. Tell me what she wants!”. Pepita did what Mr. Hobbs asked. But deep inside of her a grumble began.”

Angela: Ok, let’s stop there and tell me what are you thinking?

Andrea: I’m thinking that, that every, every single one wants Pepita to help them.

Angela: Ok, let’s stop there and tell me what are you thinking?

Andrea: I’m thinking that, that every, every single one wants Pepita to help them.

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Finding 2: School exercises greater impact Finding 2: School exercises greater impact than home on Spanish literacythan home on Spanish literacy

Parents valued SpanishParents valued SpanishLimited instruction in Spanish at homeLimited instruction in Spanish at homeFear of children not learning English if placed Fear of children not learning English if placed in Spanish classroom (Andrea)in Spanish classroom (Andrea)Parents did best to foster Spanish at home, Parents did best to foster Spanish at home, but school impact was stronger (Julia and but school impact was stronger (Julia and Nina)Nina)

School Spanish instruction had stronger impact on the childrenSchool Spanish instruction had stronger impact on the children’’s s Spanish reading than the instruction of the home alone Spanish reading than the instruction of the home alone

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Finding 3: Finding 3: BiliteracyBiliteracy Shaped IdentitiesShaped Identities

Julia and NinaJulia and NinaStrong and proud, advantage as bilinguals. Effective in using thStrong and proud, advantage as bilinguals. Effective in using their eir knowledge of Spanish to read Englishknowledge of Spanish to read English

Julia: Julia: ““Yo sabe* inglYo sabe* ingléés y espas y españñolol””Nina Nina believedbelieved sheshe couldcould readread in in EnglishEnglish

Andrea and Juan: Andrea and Juan: Aware of being bilinguals, did not see themselves as Aware of being bilinguals, did not see themselves as biliteratebiliteratechildren. children.

Juan: Juan: ““reading in Spanish is too hardreading in Spanish is too hard””

Stronger Stronger biliteracybiliteracy shaped their selfshaped their self--perceptions as perceptions as bilingual and bilingual and biliteratebiliterate individuals.individuals.

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Finding 4: Different oral proficiency, different Finding 4: Different oral proficiency, different views of readingviews of reading

Julia: wordJulia: word--driven view of readingdriven view of readingAdvantageAdvantage: : learns words from text (retellings); learns words from text (retellings);

may have enabled her to recognize cognates may have enabled her to recognize cognates DisadvantageDisadvantage: not always demonstrated comprehension: not always demonstrated comprehension

Nina: focus on global comprehension Nina: focus on global comprehension AdvantageAdvantage: : understands the purpose of readingunderstands the purpose of readingDisadvantageDisadvantage: less analytical of words, not recognizing lexical : less analytical of words, not recognizing lexical

relationships between languagesrelationships between languages

Andrea: focus on recognizing words by memoryAndrea: focus on recognizing words by memoryAdvantage Advantage : ability to internalize words quickly: ability to internalize words quicklyDisadvantage Disadvantage : weaker use of : weaker use of graphophonemicgraphophonemic knowledgeknowledge

Juan: reading as decodingJuan: reading as decodingChallenged in both languagesChallenged in both languages

Bilingual proficiency of the children shaped the ways in Bilingual proficiency of the children shaped the ways in which they approached reading which they approached reading

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Finding 5: Explicit instruction on Finding 5: Explicit instruction on comprehension strategies is worthwhilecomprehension strategies is worthwhile

Julia and NinaJulia and Ninaevoked 3 reading strategies often when evoked 3 reading strategies often when reading (i.e., prior knowledge, connections to reading (i.e., prior knowledge, connections to text and life, predictions) text and life, predictions)

Julia showed ability to recognize cognatesJulia showed ability to recognize cognates

Children tended to evoke the strategies that incorporated Children tended to evoke the strategies that incorporated more explicit instructional featuresmore explicit instructional features

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Educational ImplicationsEducational ImplicationsRecognize the benefits of initial literacy in Spanish and Recognize the benefits of initial literacy in Spanish and advocate for Spanish instruction among young Hispanic advocate for Spanish instruction among young Hispanic bilinguals bilinguals

fosters additive bilingualismfosters additive bilingualismenablesenables English literacy developmentEnglish literacy developmentfosters stronger bilingual identities fosters stronger bilingual identities

Gain awareness of schoolsGain awareness of schools’’ impact in childrenimpact in children’’s s biliteracybiliteracyinstruction in L2 only determines language shift and promotes instruction in L2 only determines language shift and promotes subtractive bilingualismsubtractive bilingualism

Tailor instruction based on bilingualsTailor instruction based on bilinguals’’ views of readingviews of readingcultivates childcultivates child--centered reading instructioncentered reading instruction

Emphasize explicit instruction of reading comprehension Emphasize explicit instruction of reading comprehension strategiesstrategies

target coordination of comprehension and decodingtarget coordination of comprehension and decoding

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Research ImplicationsResearch ImplicationsInvestigate Investigate biliteracybiliteracy paths of strong Spanish young paths of strong Spanish young readers after Spanish support is removedreaders after Spanish support is removed

Develop understanding of motivations and attitudes Develop understanding of motivations and attitudes among families and schools on the among families and schools on the biliteracybiliteracy of young of young children children

Further investigate influence of language transparency Further investigate influence of language transparency on the development of on the development of biliteracybiliteracy (using connected text)(using connected text)

Identify influence of wordIdentify influence of word--centered view of reading and centered view of reading and instruction in crossinstruction in cross--linguistic transfer among young linguistic transfer among young bilingualsbilinguals

Clarify implementation of comprehension instruction with Clarify implementation of comprehension instruction with young bilingualsyoung bilinguals curriculum, materials, instructional curriculum, materials, instructional practicespractices

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Thank You !Thank You !