Semilingualism Applied: Bi-iliteracy or Emerging Biliteracy

1. Semilingualism Applied: Bi-iliteracy or Emerging Biliteracy Kathy Escamilla University of Colorado, Boulder Kathy.escamilla@colorado.edu

2. Introduction • Ruiz (1988) - Non-English languages (especially Spanish) are viewed as problems to be remedied in schools • McSwan, Rolstad & Glass (2002) - Testing such as the LAS serves to legitimitize the view that language is a problem and that many Spanish speakers have ‘no language’ • Non-nons - Semilingualism • Semilingualism applied to literacy - bi-iliteracy

3. Literature Background • Almost exclusive reliance on English language reading research in the development of reading and assessment programs for emerging bilinguals (Bernhardt, 2003; Grant & Wong, 2003) • Belief that reading/writing processes in a second language parallel the first (Fitzgerald 1993, 1995) • Learning to read in English as a second language is the same for all language groups (Dubin, Eskey & Grabe, 1986).

4. Unexamined Assumptions.. • ‘Good teaching is good teaching’ (Universal programs based on English) • Reading in L2 is same as L1 • Dismissal of L1 factors (e.g. Farsi/English and Spanish/English interact the same way) • Create the framework for discussing bi-iliteracy as a socially constructed category

5. Research Purpose • Examine teachers’ perceptions of the writing behaviors of students who are learning to read and write in both Spanish and English in an early exit ELA program.

6. Context and Setting • Elementary School in Colorado (inner city) • ‘ELA’ Early Exit Program • 475 students • 89% Latino • 50% L1 Spanish • 97% poverty

7. Getting ready for CSAP • Reading instruction dominated the curriculum • Writing in English and Spanish were not a focus • Need to look at student writing to prepare for high stakes test • 18 full-time teachers (12 bilingual - 6 native Spanish speakers - 1 with formal study in methods of teaching reading in Spanish)

8. Methods • 110 writing samples gathered (fall/spring) - 4th and 5th grade • 64 wrote in Spanish; 46 Spanish & English • Writing prompts - ‘The Best Birthday Ever’ - ‘If I could be Someone Else for a Day’ • Developed scoring rubric based on six-traits • Structured 4 professional development sessions to discuss student writing • Professional development sessions and interviews examined teachers’ perceptions

9. Finding #1 • Numeric outcomes provided empirical evidence for bi-iliteracy (my term) • Rubric - 5 point scale • Fall mean 2.6 Spanish; 2.2 English • Spring mean 3.2 Spanish; 3.0 English • Teachers concluded student writing skills in both Spanish and English were ‘low’

10. Reasons for bi-iliteracy • Rushed to English without ample time for L1 Spanish to develop • No focus on writing instruction • Children were poor, had limited life-experiences etc. • No one questioned the validity of the assessment tool

11. Finding #2 • Teachers focused on student writing weaknesses rather than strengths in Spanish • Perceived weaknesses emphasized conventions, mechanics and organization rather than voice and content

12. Examples…. • Policia – para ensenar alos niños sobre la biolensia para que se los fueran aprendiendo poco a poco sobre eso ….y para cuando se presente algun caso de que el esposo anda tomado y que golpio a su mujer y que se escape y se yebo a sus hijos dela casa. (Policeman – To teach children about violence so that they could be learning little by little about this…and so that when a case comes up where a husband is drunk and hits his wife so that she can escape and take the children).

13. Examples….. • Maestra – ayudaria a los niños de calle les hace falta comida, ropa y sapatos. Aunque yo no tubiera dinero lo consigueria para ayudarlos. (Teacher – to help the street children who do not have food, clothes or shoes. Even though I might not have money, I would look for some way to help them).

14. Finding #3 - Writing Issues in English were Attributed to Spanish • I would like to be Lisa Simpson. Lisa is my favorite cartoon character because is inteligent and so cool. She know everything in math and science. She never get mad at nobody she is so cool. I would like to help kids to finich the school. And help people that need a job.

15. Finding #4 - Teacher frustration • Abundance of staff-development in English, none in Spanish • No methodology classes in teaching literacy in Spanish • Not knowing when/how to teach Spanish language arts (e.g. accent rules) • Transition as criteria, point in time, not process

16. Finding #5 - Beyond bi-iliteracy - emerging biliteracy • Writing prompts - same but not equal • Learning to tell the difference between ‘normal development’ and negative transfer • Children had much to say about their world and focus on conventions and mechanics precluded our seeing what they know

19. Conclusions • Assessments, even holistic classroom based assessments, may serve to produce legitimate knowledge to justify student deficits. While unintentional, the writing assessment and rubric used in this study served to affirm preconceived notions that students were bi-iliterate - not literate in either Spanish or English.

20. Conclusions • “It is difficult to encounter discussions anywhere in the U.S. of developing policies that focus on developing bilingualism or biliteracy as either private or public asset including their potentially significant contribution to academic achievement.” (Black & Valenzuela, 2004) • In this environment, it is likely that non-English languages will continue to be viewed as problems to be remedied.

21. Conclusions • “The most pressing issue for reading instruction is the preparation of teachers to ensure that they have the knowledge or skill to diagnose and assess children’s progress. Assessment does not mean high stakes testing, but the everyday set of judgments that teachers make about the progress of individual children.” (Bernhardt, 2003).