Vocabulary and Sentence Structure in Emergent Spanish Literacy

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.

Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice

“…Also recommended to support students' development and reorganization of conceptual knowledge was the use of the Frayer Model, a graphic organizer that requires students to define target vocabulary, generate examples and non-examples, provide characteristics, and/or illustrate the word meanings [36]. Briceño asked dual language teachers to create cognate word walls and incorporate students' home language into class discussions to foster understanding about shared semantic meanings and the phonological and orthographic features of each word [74]. Through this, students were able to build rich representations of cognates that went beyond semantics.…”

Inclusive Practices in Special Education: Language and Literacies

“…Educators can do this in many ways. First, they might take advantage of students’ conceptual knowledge to engage in multilingual discourse as an opportunity for language transfer (Briceño, 2015). For example, if a student is able to discuss a concept in one language, they may need to learn key vocabulary in an additional language, but the conceptual knowledge transfers and provides a foundation for learning additional vocabulary.…”