Faculty Publications

Document Type

Article

Publication Date

5-1-2016

Publication Title

Reading Teacher

Volume

69

Issue Number

6

First Page

611

Last Page

619

Keywords

children, spanish language, study and teaching, bilingual education, sentence particles, hypothesis, cognate words

Disciplines

Bilingual, Multilingual, and Multicultural Education | Education

Abstract

Dual language and bilingual education programs are increasing in number and popularity across the country. However, little information is available on how to teach children to read and write in Spanish. This article explores some of the similarities and differences in vocabulary and sentence structure in Spanish and English and considers the resulting implications for teaching emergent Spanish literacy. Understanding linguistic aspects of both languages enables teachers to better support the development of biliteracy and bilingualism.

Comments

This is the Submitted Manuscript of an article that appeared in Reading Teacher, volume 69, issue 6, 2016. The Version of Record (VOR) may be found at http://dx.doi.org/10.1002/trtr.1417 SJSU Users: use the following link to login and access the article via SJSU databases.

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