ERIC Number: EJ1201208
Record Type: Journal
Publication Date: 2018
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0502
EISSN: N/A
Probing the Promise of Dual-Language Books
Domke, Lisa M.
Reading Horizons, v57 n3 Article 3 2018
Because dual-language books (DLBs) are written entirely in two languages, they have the potential to help readers develop multilingual literacy skills while acting as cultural and/or linguistic windows and mirrors. However, the ways in which publishers choose words when translating, format languages, and represent cultures have implications for readers in terms of identity, readability, and language learning. This content analysis of 69 U.S. Spanish-English dual-language picturebooks published from 2013-2016 investigated trends in DLBs' cultural, linguistic, formatting, and readability factors. It also determined these trends' relationships with publisher types, original publication language, and author and character ethnicity. Findings include that publishers specializing in multilingual or Latinx literature tend to create more DLBs featuring Latinx characters and with more diverse portrayals than in the past. However, regardless of publisher type, original language, or author/character ethnicity, DLBs' formatting generally privileges English. The implicit marginalization of Spanish and the need to seek out smaller, lesser-known publishers for diverse Latinx portrayals can have implications for readers' identity and biliteracy development.
Descriptors: Bilingual Instructional Materials, Books, Spanish, English, Childrens Literature, Picture Books, Content Analysis, Readability, Educational Trends, Language Dominance, Ideology, Cultural Awareness, Layout (Publications), Translation, Hispanic American Students
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://scholarworks.wmich.edu/reading_horizons/
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A