Writing With Emergent Bilingual Students: Lessons From a Kindergarten Classroom

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Author(s): Sanjuana Carrillo Rodriguez (Kennesaw State University, USA)
Copyright: 2019
Pages: 13
Source title: Handbook of Research on Educator Preparation and Professional Learning
Source Author(s)/Editor(s): Drew Polly (University of North Carolina at Charlotte, USA), Christie Martin (University of South Carolina at Columbia, USA)and Kenan Dikilitaş (Bahçeşehir University, Turkey)
DOI: 10.4018/978-1-5225-8583-1.ch012

Keywords: Business & Management / Information Science Reference / Professional Development / Teacher Education

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Abstract

The aim of this chapter is to provide teachers with an understanding of who emergent bilingual students are and how they can adapt their practices in order to use students' home language as a resource rather than as a deficit. The chapter will share findings from a study conducted with emergent bilingual students in a kindergarten writing workshop. It will also focus on how teachers can adopt an additive approach to language that expands children's linguistic, social, and cultural resources while supporting learning a new language as well and literacy development.

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Writing With Emergent Bilingual Students: Lessons From a Kindergarten Classroom

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