Degree Date
12-2016
Document Type
Dissertation - NLU Access
Degree Name
Ed.D. Doctor of Education
Academic Discipline
Curriculum, Advocacy, and Policy
First Advisor
Harrington Gibson
Second Advisor
Elizabeth Minor
Abstract
Abstract
The biliteracy model of instruction for all bilingual students calls for teachers to be familiar with ways to teach reading at all grade levels in Spanish and English. This model seeks to continually develop student literacy skills in both languages so that the language model becomes additive and not subtractive. This policy indicates that the holistic biliteracy framework for reading instruction is a paired literacy model, designed to support simultaneous bilingual children as they realize their potential as bilingual, biliterate, and bicultural learners (Escamilla et al., 2014).
Recommended Citation
Kaye, Piedad, "A Three-Part Dissertation: Staff perceptions of the Newly Restructured Professional Development Program for ELL and Bilingual Teachers; Bilingual Kindergarten Curriculum and Instruction; Biliteracy in Transitional Bilingual Education Programs: A Policy Advocacy Document" (2016). Dissertations. 213.
https://digitalcommons.nl.edu/diss/213