Integrating Research-Based Indicators of Emergent Biliteracy Teaching Practices for Emerging Bilingual Learners
DOI:
https://doi.org/10.33423/jhetp.v24i7.7124Keywords:
higher education, emergent bilinguals, Dual Language Learners, biliteracy, bilingual, inclusive, ecological model, equitable practices, emerging biliteracyAbstract
This research explored how bilingual teachers of young Dual Language Leaners ages 0-3 integrated Reyes and Azuara’s (2008) Ecological Model of Emergent Biliteracy in their classrooms to foster bilingualism, biliteracy, and academic success. Dual Language Learners are the fastest-growing population of young children in the country that speak a language other than English. As so, the early childhood workforce must integrate the Ecological Model of Emergent Biliteracy for emergent biliteracy development and equitable emergent biliteracy teaching practices to support the natural biliteracy development of young Spanish-English Dual Language Learners. Qualitative data was collected through interviews and observations and were analyzed using the grounded theory stages of coding. The findings recommend immersing Dual Language Learners in equitable learning opportunities that incorporate their cultural knowledge, languages, experiences, and learning to support the precursors for emerging biliteracy development.
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