ABSTRACT
Children in the United States who are English language learners characteristically
do not exhibit the same levels of reading achievement as their peers. The article
describes the development of English literacy in English language learners and the
relationship between a child's second language (L2) and his or her native language
(L1) in literacy development. It is organized first to consider the issue of language
of instruction and language transfer, specifically the aspects of L1 literacy that
appear to transfer to the second language (L2), English. It then discusses general
principles for professionals working to optimize English literacy development in different
models of literacy instruction for English language learners. We conclude that using
the child's L1 provides the children with strong language and literacy skills in both
languages.
KEYWORDS
Biliteracy - English language learners - language transfer
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M Adelaida RestrepoPh.D.
Associate Professor, Dept. of Speech and Hearing Science, Arizona State University
P.O. Box 870102, Tempe, AZ 85287-0102
Email: Laida.Restrepo@asu.edu