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ERIC Number: EJ1152329
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISSN: EISSN-2470-6353
A Teacher's Inquiry into Bringing in Biliteracy in a Fifth-Grade English-Only Classroom
Abraham, Stephanie Lynn
Networks: An Online Journal for Teacher Research, v19 n1 Article 2 Sum 2017
This teacher inquiry project explored how I, a non-Spanish speaking teacher at the time, implemented critical, bilingual pedagogies to foster biliteracy development among my fifth-grade students. One, the project showed that students could further their biliteracy by incorporating their funds of knowledge through a family stories writing project. Two, many students were anxious about reading in Spanish, and dual poetry alleviated this due to its compactness and linguistic scaffolding. Finally, the project showed the continual issues of unequal power relations concerning bilingualism and biliteracy in US classrooms by showing how I failed to include languages other than Spanish in this project and how I succumbed to school pressures of high-stakes testing, often abandoning a critical, bilingual pedagogy in the process.
New Prairie Press, Kansas State University Libraries. 137 Hale Library, Manhattan, KS 66506. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A