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Digital Literacies to Develop Bilite...

Ramos Lopez, Laura Berenice.

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Digital Literacies to Develop Biliteracy: A Case Study of Latino Students Exploring Multimodal Writing in English and Spanish.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Digital Literacies to Develop Biliteracy: A Case Study of Latino Students Exploring Multimodal Writing in English and Spanish./
Author:	Ramos Lopez, Laura Berenice.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	268 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13811668
ISBN:	9781392279304

Digital Literacies to Develop Biliteracy: A Case Study of Latino Students Exploring Multimodal Writing in English and Spanish.
Ramos Lopez, Laura Berenice.

Digital Literacies to Develop Biliteracy: A Case Study of Latino Students Exploring Multimodal Writing in English and Spanish. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 268 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ed.D.)--The University of Texas Rio Grande Valley, 2019.

This item must not be sold to any third party vendors.

Schools in the United States are witnessing a rich ethnic and linguistic diversity in their student corpus. Languages spoken by these children vary from state to state; however, Spanish is the second language most spoken after English (Office of English Language Acquisition, 2015). As a nation, there is a tremendous potential for these students to become biliterate or academically proficient in Spanish and English. Furthermore, with the advent of the 21st century, the educational setting is experiencing an increased interest in the integration of technology in education and students are prompted to become digitally literate.The aim of this exploratory qualitative study is to describe how emergent bilingual second-grade students utilize their full linguistic repertoire when using digital literacies in their academic writing, in English and Spanish. Furthermore, this study investigates how multimodal writing facilitates the development of biliteracy.The study revealed four findings. First, Latino students utilize bilingual practices, such as metalinguistic awareness and translanguaging to construct texts. Second, emergent bilinguals use online collaboration and modes of meaning to develop their voice and writing while engaging in multimodal writing. Third, multimodal writing supports the development of vocabulary and spelling. Fourth, multimodal writing empowers bilingual students.

ISBN: 9781392279304Subjects--Topical Terms:

2122778
Bilingual education.

Digital Literacies to Develop Biliteracy: A Case Study of Latino Students Exploring Multimodal Writing in English and Spanish.
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100 1 $a Ramos Lopez, Laura Berenice. $3 3436291
245 1 0 $a Digital Literacies to Develop Biliteracy: A Case Study of Latino Students Exploring Multimodal Writing in English and Spanish.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 268 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Musanti, Sandra I.
502 $a Thesis (Ed.D.)--The University of Texas Rio Grande Valley, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Schools in the United States are witnessing a rich ethnic and linguistic diversity in their student corpus. Languages spoken by these children vary from state to state; however, Spanish is the second language most spoken after English (Office of English Language Acquisition, 2015). As a nation, there is a tremendous potential for these students to become biliterate or academically proficient in Spanish and English. Furthermore, with the advent of the 21st century, the educational setting is experiencing an increased interest in the integration of technology in education and students are prompted to become digitally literate.The aim of this exploratory qualitative study is to describe how emergent bilingual second-grade students utilize their full linguistic repertoire when using digital literacies in their academic writing, in English and Spanish. Furthermore, this study investigates how multimodal writing facilitates the development of biliteracy.The study revealed four findings. First, Latino students utilize bilingual practices, such as metalinguistic awareness and translanguaging to construct texts. Second, emergent bilinguals use online collaboration and modes of meaning to develop their voice and writing while engaging in multimodal writing. Third, multimodal writing supports the development of vocabulary and spelling. Fourth, multimodal writing empowers bilingual students.
590 $a School code: 1863.
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650 4 $a Educational technology. $3 517670
650 4 $a Curriculum development. $3 684418
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710 2 $a The University of Texas Rio Grande Valley. $b Department of Literatures and Cultural Studies. $3 3436292
773 0 $t Dissertations Abstracts International $g 80-12A.
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13811668