A bilingual setting in Buenos Aires, Argentina: Biliteracy development in a second grade classroom

Persistent Link:
http://hdl.handle.net/10150/278534
Title:
A bilingual setting in Buenos Aires, Argentina: Biliteracy development in a second grade classroom
Author:
Kent de Ravetta, Marcia, 1964-
Issue Date:
1996
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This descriptive socio-linguistic study examines second grade children's biliteracy development in a private school in Buenos Aires, where English is taught as a foreign language. It describes a bilingual setting in Argentina and determines how these second graders are becoming biliterate. The major findings of the study are: (1) Students are learning English as a foreign language, not as a second language. (2) The model of language learning influenced the children's perceptions of themselves as language learners, readers and writers. (3) Students frequently transferred and applied literacy in the first language (Spanish) to foreign language literacy (English). (4) In order to read and write in a language, a person doesn't have to be orally fluent in it. (5) Learning is a socially constructed process.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Language and Literature.; Education, Bilingual and Multicultural.; Education, Special.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Language, Reading and Culture
Degree Grantor:
University of Arizona
Advisor:
Goodman, Yetta

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleA bilingual setting in Buenos Aires, Argentina: Biliteracy development in a second grade classroomen_US
dc.creatorKent de Ravetta, Marcia, 1964-en_US
dc.contributor.authorKent de Ravetta, Marcia, 1964-en_US
dc.date.issued1996en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis descriptive socio-linguistic study examines second grade children's biliteracy development in a private school in Buenos Aires, where English is taught as a foreign language. It describes a bilingual setting in Argentina and determines how these second graders are becoming biliterate. The major findings of the study are: (1) Students are learning English as a foreign language, not as a second language. (2) The model of language learning influenced the children's perceptions of themselves as language learners, readers and writers. (3) Students frequently transferred and applied literacy in the first language (Spanish) to foreign language literacy (English). (4) In order to read and write in a language, a person doesn't have to be orally fluent in it. (5) Learning is a socially constructed process.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Language and Literature.en_US
dc.subjectEducation, Bilingual and Multicultural.en_US
dc.subjectEducation, Special.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineLanguage, Reading and Cultureen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGoodman, Yettaen_US
dc.identifier.proquest1378992en_US
dc.identifier.bibrecord.b33951998en_US
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