Supporting Dual Language Learners’ Biliteracy Development

Most of my work since arriving at the University of New Hampshire has involved K-2 students and teachers. This post addresses a concern that has surfaced repeatedly in conversations with these dedicated primary educators. Specifically, teachers have often expressed anxiety about meeting the needs of dual language learners (DLLs) that appear to be struggling with writing and other aspects of literacy in their classrooms.

Last week I traveled to Tampa, Florida for the annual meeting of the Literacy Research Association (LRA) where I was reminded of Wagner’s (2016) framework for promoting DLLs’ development specific to language and writing.  Wagner is not the first to emphasize the importance of recognizing that DLLs learn to write and express themselves through language differently than their monolingual English-speaking peers; DLLs typically “develop two separate language systems early in life” which are associated with them exhibiting different (not to be confused with disadvantageous) language development patterns than those characteristic of monolinguals (Wagner, 2016, p.31; Hammer et al., 2014). However, Wagner has provided a model for supporting young DLL students’ literacy acquisition that is arguably novel in so much as it intentionally considers how DLLs’ unique identities shape writing and language development.

The model’s explicit purpose is to provide educators with “an approach to writing instruction that supports the development of DLLs who value writing and view themselves as writers” (Wagner, 2016, p.31). Wagner’s (2016) framework is comprised of three main parts (language instruction, learning context, and writing instruction) – each part is intended to buttress and inform the others. The table below represents an adapted and condensed version of Wagner’s (2016) model which is rooted in his comprehensive review of relevant empirical research.

	I.   LANGUAGE INSTRUCTION	II.    LEARNING CONTEXT	III.      WRITING  INSTRUCTION
Recommendation	Instruction should support students’ first language development and include: 1. instruction in both languages 2. bilingual reading materials 3. opportunities to converse in both languages	Students’ unique 1. languages 2. personal histories (life experiences) 3. cultures (traditions) should be recognized and appreciated within the classroom	DLLs should be permitted ample 1. choice with respect to which language(s) they express themselves in 2. choice specific to product format (visuals, multimedia, etc.) 3. opportunities to collaborate with others (peers, family/community members, teacher) throughout the composition process
Potential Outcomes	1)     Progress is made in both languages/promotion of biliteracy 2)     Confirmation of school’s appreciation for all languages represented in classroom community 3)     Enhanced understanding of the process and functions of writing 4)     Cultivation of positive literacy identity 5)     Promotion of belonging to a positive literacy community

Though the above model provides numerous ideas that could feasibly be integrated into existing elementary literacy instruction, it also begs the question how can monolingual English-speaking teachers provide opportunities for DLLs to receive instruction in languages other than English? All thoughts are welcome.

Hammer, C. S., Hoff, E., Uchikoshi, Y., Gillanders, C., Castro, D. C., & Sandilos, L. E. (2014). The language and literacy development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29(4), 715—733.

Wagner, C. J. (2016). Teaching young dual language learners to be writers: Rethinking writing instruction through the lens of identity. Journal of Education, 196(1), 31-40.