FOR EDUCATORS: May 2016: Biliteracy Development in Schools and Communities This special issue is guest-edited by Mileidis Gort (The Ohio State University) & Iliana Reyes (University of Arizona) Bilingualism is a resource to be valued and used in a variety of settings. In spite of research that contributes to this position, questions remain about how to best support young dual-language learners’ literacy development. Such questions present a challenge but also an opportunity to learn about multiple pathways to biliteracy and to develop research-based educational practices for this growing student population. In this themed issue of Language Arts, we invite manuscripts that approach biliteracy learning from multiple perspectives (e.g., social, cognitive, sociolinguistic) concerning children’s dual-language and bi/literacy competencies. Some questions of interest include: How does emergent bilingual literacy learning in dual-language and English-medium instructional environments impact teaching? How do family, school, and community literacy practices support and maintain biliteracy? How are teachers and families working together to support children’s biliteracy development in and out of the classroom? Submission deadline: January 15, 2015
Posted on: Fri, 04 Jul 2014 22:59:07 +0000
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