Early introduction to English literacy instruction for bilingual students : does it facilitate or hinder success?

Author

Carolina Evans-Roman, California State University, Monterey Bay

Date

2004

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

Spanish dominant students receiving their literacy instruction in their primary language in a bilingual program have the dual task of learning to read and write in both Spanish and English. Attaining fluency in literacy in the primary language has been one of the criteria for transitioning a student into English. Traditional bilingual programs maintain that the skills and knowledge realized in the primary language will transfer easily and successfully to English literacy. And they claim that the amount of time for a student who begins primary language instruction in kindergarten to attain fluency and to transition into formal instruction in English is four to five years. This thesis explores early introduction to formal English literacy instruction with four first grade students who are receiving their primary language instruction in Spanish. It identifies those skills that facilitate and transfer easily from Spanish to English and those which do not.

Comments

Thesis (M.A.) Institute for Advanced Studies in Education

Recommended Citation

Evans-Roman, Carolina, "Early introduction to English literacy instruction for bilingual students : does it facilitate or hinder success?" (2004). Capstone Projects and Master's Theses. 248.
https://digitalcommons.csumb.edu/caps_thes_restricted/248