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ERIC Number: EJ1401748
Record Type: Journal
Publication Date: 2023
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2381-3369
EISSN: EISSN-2381-3377
"It Makes Me More Aware of What I Should Be Looking For": Using Holistic Assessment to Foster Strength-Based Understanding of Students' Biliteracy Development
Zoeller, Emily; Garcia-Torres, Yesenia V.
Literacy Research: Theory, Method, and Practice, v72 n1 p179-199 2023
Deficit mindsets of multilingual writers must be upended. Yet, little research has been done to explore how to prepare bilingual teachers with strength-based orientations, especially in approaches to assessment. Using a holistic biliteracy lens, this qualitative case study explored how Transliteracy observation shaped teachers' understanding of biliterate writing development in K-5 dual language settings. Findings showed that teachers learned that writing is multifaceted and observable, influenced by oral language, and reflective of one linguistic repertoire. Participants gained a deeper understanding of biliteracy development and their students' capabilities, supporting an asset-based orientation that challenged monolingual norms. Implications for teacher preparation are shared.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A