BE023769: Bilingualism and Literacy: Problem or Opportunity? A Synthesis of Reading Research on Bilingual Students.

Notes:

33 p. In: "A Research Symposium on High Standards in Reading for Students from Diverse Language Groups. Proceedings." pp. 9 41. (Washington, DC. April 19 20, 2000). For other papers from the symposium, see BE023752, BE023768, BE023770-772, and B

Abstract:

The Office of Bilingual Education and Minority Affairs of the U.S. Department of Education commissioned a set of papers to begin to gather research relevant to the development of reading among English Language Learners (ELLs). This article synthesizes and discusses the findings in these papers in the context of national literacy policy as reflected by the National Reading Panel recommendations of 1000. The discussion is intended to provide guidance to the development of quality preservice and inservice literacy training programs, instructional materials, and accountability procedures to provide bilingual students with optimal teaching and learning opportunities. The papers, in summary, demonstrate that all students, regardless of the language spoken in the home, must develop an awareness of phonology and syntax if they are to become literate. The development of listening comprehension is also a necessary condition for reading readiness, and the home environment is a critical component in developing reading readiness skills. What is special for bilingual children is that awareness is developed more quickly and successfully in their primary language. Contrary to popular opinion, developing the child’s primary language skills does not delay, but rather can accelerate the development of English literacy skills. While there are marked similarities between languages in how reading skills develop, there are also marked differences, which are important subjects for future research. (Contains 135 references.) (Author/SLD)