NotesFAQContact Us
Search Tips
ERIC Number: ED258179
Record Type: RIE
Publication Date: 1984
Pages: 25
Abstractor: N/A
Reference Count: 0
A Naturalistic Study of Literacy in Bilingual Classrooms.
Franklin, Elizabeth Anne
A naturalistic study of two bilingual first grade classrooms was conducted to gain an increased understanding of the cultural literacy instruction beliefs in society and to better understand the process by which literacy instruction beliefs influence the classroom. One Anglo and one Hispanic teacher working in different midwestern school systems were observed for four months. Both were considered competent bilingual educators, but each exemplified a different approach to teaching literacy. The Hispanic teacher was a strong proponent of the sight word approach and the basal reader from which she taught also emphasized this approach. The Anglo teacher taught reading from a phonics basal and personally advocated this approach. Strong cultural beliefs about how literacy most effectively develops guided the curriculum and instruction. The very strategies that both teachers attempted in order to simplify English literacy instruction frequently made the process more difficult for Spanish speaking children, who did not have the knowledge Anglo children learn at home. The results gave support for a literacy program based on psycholinguistic principles, stressing the immediate use of whole texts by children rather than emphasizing skills and smaller bits of language. (HTH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A