Date Approved

5-16-2023

Embargo Period

5-17-2023

Document Type

Thesis

Degree Name

M.A. Reading Eduction

Department

Language, Literacy, and Sociocultural Education

College

College of Education

Advisor

Susan Browne, Ed.D.

Committee Member 1

Xiufang Chen, Ph.D.

Committee Member 2

Robert Eisberg

Keywords

dual-language texts, literacy

Subject(s)

Bilingualism in children

Disciplines

Bilingual, Multilingual, and Multicultural Education | Language and Literacy Education

Abstract

This paper provides a qualitative account of how linguistically inclusive curriculums can enhance literacy instruction. The specific aim of this study is to explore the impact on literacy instruction of emergent bilingual students when the curriculum includes dual-language texts. Methods of data collection include student interviews, text discussions, student work, and student self-assessments. The findings show that the dual language literature positively affected the emergent bilingual students. Students enjoyed increased levels of engagement and a high level of confidence in their reading abilities. The research demonstrates the value of a culturally and linguistically inclusive instructional environment. With the inclusion of dual-language texts in the curriculum, emergent bilingual students have a tool to increase their self-confidence, aid them in making connections, and improve engagement. These benefits will assist bilingual students as they work towards the goal of reading success.

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