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Journal 1
Professor Cruz
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There is a clear connection between L1 literacy and learning to read in a second language
which is evident in every dual language classroom. It is important to develop a child's L1 so that
they can be successful when acquiring a new language. The Spanish language is syllabic which
may make it easier to learn for some students. One way that students can learn to read in the
second language is by transferring letter sounds that they learned in Spanish to English. Most
students will be able to read many high frequency words by sounding out the words in English
with the exception of irregular words. Educators must be familiar with both Spanish and English
phonological differences so that they can support the students with different sheltered
instruction strategies as they are acquiring the language. Beeman & Urow state, “Spanish and
English have clear phonological difference. Recognizing differences in Spanish and English can
help educators understand common errors by Spanish speakers who are learning English”
through the use of meta linguistic connections. The educator must preplan these metalinguistic
connections so that they can successfully show the students the connection between the
languages. The bridge is one of the most powerful tools to show the similarities and differences
in both Spanish and English. The bridge should be done in the language of instruction an it
should have opportunities for students to share and create these anchor charts so that they can
practice generating these connections. Beeman and Urow state, “The bridge is a powerful
concept: with strategic planning, the bridge allows students who are learning in two languages to
strengthen their knowledge of both languages to strengthen their knowledge of both languages” (
References
Beeman, K., & Urow, C. (2013). Teaching for biliteracy: Strengthening bridges between