Language Differentiation: Collaborative Translation to Support Bilingual Reading

Puzio, Kelly; Keyes, Christopher S.; Cole, Mikel W.; Jiménez, Robert T.

doi:10.1080/15235882.2013.845118

Cited by 26 publications

(17 citation statements)

References 58 publications

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“…Fourth, we conjectured that adults must explicitly support the children’s development of metalinguistic awareness that was needed to translate strategically between languages. Research (Puzio et al., 2013) has shown that translation is a common practice for many bilinguals and can be used as a strategy for learning in school. Like other translation activities, dual-language recordings required children to engage in the metalinguistic processes of comparing, reflecting on, talking about and manipulating their two languages (Malakoff and Hakuta, 1991).…”

Section: Year 2: Redesigning Ebook Composing Activitiesmentioning

confidence: 99%

Designing for diverse classrooms: Using iPads and digital cameras to compose eBooks with emergent bilingual/biliterate four-year-olds

Rowe

Miller

2016

Journal of Early Childhood Literacy

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This paper reports the findings of a two-year design study exploring instructional conditions supporting emerging, bilingual/biliterate, four-year-olds’ digital composing. With adult support, children used child-friendly, digital cameras and iPads equipped with writing, drawing and bookmaking apps to compose multimodal, multilingual eBooks containing photos, child-produced drawings, writing and voice recordings. Children took digital cameras home, and home photos were loaded onto the iPads for bookmaking. In Year 1, eBook activities successfully supported children’s multimodal composing. Children used similar writing forms on the page and screen, and explored the keyboard as an option for writing. Children used digital images as anchors for conversation and composing, and produced oral recordings extending and elaborating written messages. However, most dual-language recordings were created by Spanish-English bilinguals, with speakers of other languages rarely composing in their heritage languages. In Year 2, we redesigned eBook events to better support all children as multimodal, multilingual composers. Revised eBook activities included multilingual, demonstration eBooks containing all the children’s languages, with translations by bilingual adults known to the children. Beginning early in the school year, these eBooks were publicly shared in large group activities. The results showed that all emergent bilingual/biliterate children created dual-language recordings for their eBooks in Year 2. We concluded that: (a) the ability to integrate photos and voice recordings with print and drawings provided new opportunities for learning and teaching not available in page-based composing; (b) the affordances of iPads for children’s learning were shaped by local language and literacy practices.

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Section: Year 2: Redesigning Ebook Composing Activitiesmentioning

confidence: 99%

Designing for diverse classrooms: Using iPads and digital cameras to compose eBooks with emergent bilingual/biliterate four-year-olds

Rowe

Miller

2016

Journal of Early Childhood Literacy

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“…Recent scholarship has explored the link between the linguistic skills described above and school-based literacy tasks. A number of researchers have documented the pedagogical value of inviting bilingual students to engage in translation, noting that it develops and displays metacognitive and metalinguistic insights relevant to literacy learning (Dworin, 2006; Jiménez et al, 2015; Puzio, Keyes, Cole, & Jiménez, 2013). Orellana and colleagues have likewise noted analogies between para -phrasing—the oral translation of written English texts that many students do for their families—and the summarizing and paraphrasing tasks often demanded by schools (Martínez et al, 2008; Orellana & Reynolds, 2008).…”

Section: Relevant Backgroundmentioning

confidence: 99%

Audience and Young Bilingual Writers

Durán

2016

Journal of Literacy Research

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This study explored how an audience-focused writing curriculum mediated the literacy development of bilingual Latina/o first-grade students. Drawing on translingual theories of literacy and scholarship describing the role of audience and audience awareness in skilled writing, this study qualitatively documented and analyzed students' writing and talk about writing for a variety of audiences. Analysis suggests that children both addressed, or responded to, their intended readers and invoked particular kinds of audiences. Children's audience awareness influenced their use of language (Spanish, English or both), as well as rhetorical strategies and design choices. This study expands theories of audience to include linguistically diverse settings, and contributes to scholarship on asset-based pedagogies for literacy teaching and learning.

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“…Nonetheless, he outlines a number of possibilities: clarifications or explanations (e.g., by teachers or peers), previewing/reviewing new concepts, comparing and contrasting linguistic features in the L1 and English, and teaching reading strategies using students' home languages. Ethnographic profiles have documented the progress of middle‐school ELs engaged in translating English text into Spanish as a way of unearthing and highlighting the cognitive, linguistic, critical, and metalinguistic practices implicated in deep text understanding (Cole et al., ; Puzio, Keyes, Cole, & Jiménez, ; see also Flores & Schissel, ).…”

Section: Instructional Responses To Text Complexity and Difficultymentioning

confidence: 99%

Complex Text and New Common Standards in the United States: Pedagogical Implications for English Learners

2014

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In the United States, new common state standards in English language arts and disciplinary literacy require K-12 students to "read and comprehend complex literary and informational texts independently and proficiently." Issues of text complexity have spurred debates in the mainstream literacy, educational practice, and policy communities. Issues raised for English learners (ELs)-and their teachers-are even more vexing. This article considers first language (L1) and second language (L2) reading theory and research to articulate challenges facing ELs as they engage with complex text and to evaluate instructional responses. Reviewing historical and contemporary perspectives on text complexity and reading comprehension, the authors argue that (a) the complexity involved in comprehending difficult text transcends textual features to include dimensions of the reader, task, and pedagogical support; and (b) the path to success for ELs will not be paved solely by attempting to match readers with "appropriate" texts or by modifying existing texts to meet perceived student reading levels. If what is "complex" about reading certain kinds of texts is the relationship among the text, its reader, the task the reader is being asked to perform, and the context in its multiple dimensions, then pedagogical responses for ELs must keep all of these in mind.

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Language Differentiation: Collaborative Translation to Support Bilingual Reading

Cited by 26 publications

References 58 publications

Designing for diverse classrooms: Using iPads and digital cameras to compose eBooks with emergent bilingual/biliterate four-year-olds

Designing for diverse classrooms: Using iPads and digital cameras to compose eBooks with emergent bilingual/biliterate four-year-olds

Audience and Young Bilingual Writers

Complex Text and New Common Standards in the United States: Pedagogical Implications for English Learners

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