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Vocabulary and Sentence Structure in Emergent Spanish Literacy
Author(s) -
Briceño Allison
Publication year - 2015
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1417
Subject(s) - linguistics , sentence , vocabulary , popularity , neuroscience of multilingualism , literacy , psychology , dual language , bilingual education , vocabulary development , mathematics education , pedagogy , social psychology , philosophy
Dual language and bilingual education programs are increasing in number and popularity across the country. However, little information is available on how to teach children to read and write in Spanish. This article explores some of the similarities and differences in vocabulary and sentence structure in Spanish and English and considers the resulting implications for teaching emergent Spanish literacy. Understanding linguistic aspects of both languages enables teachers to better support the development of biliteracy and bilingualism.