A bilingual setting in Buenos Aires, Argentina: Biliteracy development in a second grade classroom
KeywordsEducation, Language and Literature.
Education, Bilingual and Multicultural.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThis descriptive socio-linguistic study examines second grade children's biliteracy development in a private school in Buenos Aires, where English is taught as a foreign language. It describes a bilingual setting in Argentina and determines how these second graders are becoming biliterate. The major findings of the study are: (1) Students are learning English as a foreign language, not as a second language. (2) The model of language learning influenced the children's perceptions of themselves as language learners, readers and writers. (3) Students frequently transferred and applied literacy in the first language (Spanish) to foreign language literacy (English). (4) In order to read and write in a language, a person doesn't have to be orally fluent in it. (5) Learning is a socially constructed process.
Degree ProgramGraduate College
Language, Reading & Culture