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ERIC Number: EJ934953
Record Type: Journal
Publication Date: 2011
Pages: 18
Abstractor: As Provided
Reference Count: 49
ISSN: ISSN-1367-0050
Leveraging Bilingualism to Accelerate English Reading Comprehension
Hopewell, Susan
International Journal of Bilingual Education and Bilingualism, v14 n5 p603-620 2011
The purpose of this study was to examine how fourth-grade Spanish-English speaking bilingual students in the USA participated differently in English-as-a-second-language (ESL) literature groups when they were invited to use all of their linguistic resources vs. when they were restricted to communicate in English only. The theoretical underpinning was that a student's learning burden is lessened when text comprehension is facilitated by access to all previous knowledge regardless of the language of acquisition. This mixed methods study employed a within group repeated measures design in which each student experienced all treatment conditions and completed a comprehension measurement activity following each literacy event. Data included 21 hours of audio-taped student dialog and analyses of 172 written recalls. Findings include the understanding that the opportunity to teach and learn is stifled when educators insist on strict separation of languages, and there is a strong interaction between language of recall and the topic of the reading. (Contains 3 figures, 1 table, and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A