BILITERACYBILITERACY Instructional EquityInstructional Equity

Parallels in EnglishParallels in English and Spanish Readingand Spanish Reading

www.elenaizquierdo.comUNIVERSITY OF TEXAS AT EL PASOUNIVERSITY OF TEXAS AT EL PASO

IntegrityIntegrity

ImpartialiImpartialityty

JusticeJusticeFairnessFairness

AccuracyAccuracy

Equity

Teaching for Transfer

Accelerating Reading AcquisitionAccelerating Reading Acquisition

ESSENTIAL SKILLS Essential Reading Essential Reading Elements Elements

SpecificitySpecificity

IntensityIntensity

Progress Progress MonitoringMonitoring

Phonemic AwarenessPhonicsFluencyVocabularyComprehension

Parallels in English and Parallels in English and Spanish ReadingSpanish Reading

Equity

Bilingual and ELL Learners Regardless of Model Regardless of Model

Teaching for Transfer

What is transfer?What is transfer?

The "transfer" "transfer" of knowledge and skills from one

language to another refers to themetalinguisticmetalinguistic and metacognitivemetacognitiveprocesses and awareness that students gain indeveloping literacy in two languages.

Teaching for Transfer

Bilingual/ELL ModelBilingual/ELL Model

This is This is ReliantReliant on the type of bilingual program model being used.

Working within two languagesystems (Biliteracy), students'metalinguisticmetalinguistic andmetacognitive metacognitive skills areenhanced when they learnabout the similarities anddifferences between languages.

Teaching for Transfer

L1 and L2 Co-L1 and L2 Co-existexist

Concept of transfer necessitates the use of some of both languages

in which both co-exist with flexibility

In other words, for transfer tooccur, comprehension of the"rules" "rules" and the realization of

theirapplicabilityapplicability to the new

languagespecific tasks specific tasks are necessary.

Teaching for Transfer

Biliteracy

... Describes children’s literacy competencies in the two languages … to whatever degree to whatever degree …

Teaching for TransferSimultaneousSimultaneous

SuccessiveSuccessive L1L1

L2L2

Reading InstructionReading Instruction

Key FindingsKey Findings

Teaching for Teaching for TransferTransfer

Instructional Equity

Focused

Targeted

Systematic

Consequently, systematicsystematicinstruction in theappropriate sequence appropriate sequence ofskills is critical.

Standards must beauthenticauthentic to theSpanish language and not mere translationsfrom English.

ELAR and SLARELAR and SLAR

Equity Conventions of each language Conventions of each language

presupposepresuppose the reading process the reading process in that languagein that language..

English and Spanish English and Spanish look very similar on the look very similar on the

surfacesurface

Similar AlphabetsSimilar AlphabetsLetter/SoundsLetter/SoundsDirectionalityDirectionalityCognatesCognates

However, the conventions of However, the conventions of eacheach

language presuppose the language presuppose the reading process in that reading process in that language.language.

Equity

SyllableSyllable

Spanish, as opposed

to English, has acloser letter-soundrelationship andclearly definedsyllable

boundaries.

The syllablesyllable in Spanish is a more critical unit of phonological awareness because of the consistent phoneme-grapheme correspondence.

Syllables are important units for Spanish because of their strong effect in visual visual word recognitionword recognition and their major role in predicting Spanish reading success.

Equity

TransparencyTransparency Spanish presents a high level of orthographic transparency - no sight no sight

words words - - for decoding.

Orthographic transparency accelerates the decoding process, and the focus needs to quickly move to fluency and comprehension.

Spanish uses frequency words frequency words that are identified by the rate of occurrence in grade appropriate text and used to build on fluency and comprehension. No sight words.No sight words.

Equity

Reading Methodology and DevelopmentReading Methodology and Development

“Sight" words are defined as words that are not sounded out (not decodable) such as "are" or "one."

Spanish decoding issues are not as prevalent as issues of comprehension.

These specific features of the Spanish language influence reading methodology and development.

Spanish instruction maximizes access to English content.

Strong literacy skills in Spanish phonemic Strong literacy skills in Spanish phonemic awareness, phonics, vocabulary, and awareness, phonics, vocabulary, and

reading comprehensionreading comprehension transfer transfer those those skills to Englishskills to English

Extent of transfer determined by Extent of transfer determined by the strength of development in the strength of development in L1L1

Transfer matters occurTransfer matters occurwithin specific fundamentals ofwithin specific fundamentals of

Language Language

Common to Spanish and English; Within fundamentals that are similar,

but not exact in both languages; and In fundamentals specific to each

language and not applicable to the other language.

Extent of transfer determined by Extent of transfer determined by the strength of development in L1the strength of development in L1

Equity

1. Common to 1. Common to Spanish and EnglishSpanish and English

Cognates My favorito animal

SOUNDS /m/ /l/ /n/ LETTERS a e i o u

Transfer matters Transfer matters occuroccurwithin specific within specific fundamentals offundamentals ofLanguage Language

Key FindingsKey Findings

Teaching for Teaching for TransferTransfer

Instructional Equity

Focused

TargetedSystema

tic

L1 or L1 or L2L2

Equity

An Acceleration Plan An Acceleration Plan

PRIORITIZES SKILLSPEARSON EQUITY

Emphasis on Oral languageOral language

Provides an abundance of student reading materialreading material

ContextualizedContextualized Vocabulary Development

Focus on Concept Development

Focus on word-reading word-reading strategiesstrategies

Architectural Design Aligns Language Arts

Reading TEKS to Calle de Lectura/Reading Street

Side by Side Authentic to L1/L2 - SLAR Variety of literature Developed from beginning K/1st Readiness Text Upcoming Prek Program

Intermediate and Intermediate and NewcomersNewcomers

Instruction delivered with an Acceleration Plan that

prioritizes skillsprioritizes skills An abundance of high high interest, high motivation interest, high motivation student reading materialstudent reading material;

A focus on early reading skills early reading skills in Spanishin Spanish;;

CriticalCritical fluency; and A bridge for teachers to

connect transferable skills between Spanish and English.

Pearson Pearson Instructional EquityInstructional Equity

Authentic to the TEKS Authentic to the specific L1 and L2 Priority Areas Critical Fluency High Motivation & Interest Level Reading

in L1 and L2 Literature & Content ELL Handbook Transfer Skills

Instructional Equity

Focused

Targeted

Systematic

L1 or L2L1 or L2

Instructional Instructional EquityEquityThe Path to Literacy The Path to Literacy

SuccessSuccessParallels in English and Spanish Reading

Dr. Elena IzquierdoUNIVERSITY OF TEXAS AT EL PASO

www.elenaizquierdo.com

23

Conventions of English

VOWELS IN ENGLISH

5 written vowels … AND ?How many vowel sounds?

What do we need to know?What do we need to know?

English Vowels a e i o u …

/i/ meat /u/ pool/I/ mitt /U/ pull

/eI / mate / Λ / /ou/ oat

/ε/ met / Ə/ /æ/ mat /a/ pot /ɔ /caught

Izquierdo, 2001

New sounds …to a e i o u …

/i/ meat /u/ pool/I/ mitt /U/ pull

/eI / mate /ou/ oat /ε/ met / Ə/ mutt /æ/ mat /a/ pot /ɔ /caught

Izquierdo, 2001

Two Phonological Systems; Two Phonological Systems; Two Grammar Systems; and Two Semantic Two Grammar Systems; and Two Semantic

Systems Systems

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Syntactic SemanticL1 & L2 L1 & L2

Graphophonics L1 & L2

53

Spanish The natural process utilizes the syllable

as the pivotal point of departure for literacy development.

“Spanish is a syllabic language” … that is how initial reading has been developed and taught.

ma me mi mo muMi mamá me mima. 

What do we need to know?What do we need to know?

Oral languageOral language

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Spanish

The syllable is the nucleus for defining how

to read words, how to spell words, where to

divide words, where to accentuate a word,

and how to make simple sentences.

What do we need to know?What do we need to know?

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EnglishIn English, “sounding

out” is done by

separating individual

sounds.

 ca t /k/ /æ/ /t/

Spanish

When “sounding out”

in Spanish it is done

through syllables:

Mamá ma - mámanzana man - za -na

sol sol  

“Sounding Out”

What do we need to know?What do we need to know?