Language Arts
Vol. 96, No. 4, March 2019
Kindergartners’ Writing in a Dual-Language Classroom [FREE ACCESS]
This article focuses on one teacher’s use of translanguaging and buddy pairs to support her students’ writing. By deploying all of their language and dialect resources while actively and verbally reflecting on their own language development, kindergarten students working in buddy pairs developed specific writing skills. By using activities such as morning message, playing language detectives, engaging in regular writing, using books to learn about writing, following the teacher’s model, and preparing graphic organizers to promote talk, students were able to capture their ideas in writing, organize and expand on their writing, write with detail, and feel that they had an audience for their writing.
Drawing on decades of research expertise, community knowledge, and professional experiences as an educator, Dr. Mary Eunice Romero-Little provides insights into pivotal language issues that impact the literacy development and education of young Indigenous children.
Research & Policy: Developing Bilingualism and Biliteracy in Early and Middle Childhood
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In this column, the author synthesizes key findings about bilingual and biliterate development in childhood, and specifically, how bilingualism is related to children’s language and literacy development.
Language Arts Lessons: Translanguaging in Every Classroom
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This column provides an overview of a variety of translanguaging strategies that teachers can use in both English-only and multilingual classrooms.
The 2018 Notable Children’s Books in the English Language Arts, unique in language and/or style, encourage readers to discover quality texts that linger long after the pages have been read. This list is compiled every year by a special committee of the Children's Literature Assembly.
In this article, we explore kindergartners’ engagement in multimodal read-aloud experiences with Marta! Big & Small, a bilingual book with a bilingual character like them.