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Abstract

This article describes a pilot study conducted in an elementary level charter school in Buffalo New York. Teacher candidates (i.e. undergraduate and graduate college students) enrolled in an English language Arts/ Social Studies methods course block wrote bilingual English/ Spanish informational texts and used them in conjunction with a variety of translanguaging strategies to support Hispanic-American children’s acquisition of English while broadening their understanding of topics in the Social Studies Core Curriculum. Following instruction in their respective reading groups, copies of the bilingual informational texts were given to the children for take- home practice. The study examined the efficacy of using these bilingual texts to motivate and increase students’ engagement in learning English and knowledge of American culture.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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