A10.4: Week 10 Participation Memo

Aims and Objectives: 
My personal goal this week with regard to CD 315 was to locate and read research articles concerning bilingualism and its relation to learning to read in the second language.  I set out to read a few articles each day.  While reading the articles I wanted to highlight important points and make some notes about connections I was making with other sources.  I also wanted to see where my findings were leading me and find more sources if necessary.  I set out to do this because I wanted to get started on my project.  The draft of my paper is due in a couple of weeks, and I want to have enough background information in order to complete my project.

Declarative Knowledge: 

This week I learned alot about bilingual children in the United States.  About 5.5 million students in this country are considered English Language Learners (ELLs).  The research process is returning many teaching strategies that have been implemented to aid these students.  As I had previously assumed, much more research is needed in this area.  This population is often overlooked due a lack of funds or lack of teacher and adminstrative education in the area of bilingualism and second language learning.  I have learned that speech-language pathologists can have a great influence on the reading skills of these children.  From first-language maintenance, to family and teacher education, and to direct teaching strategies, the speech-language pathologist can truly facilitate reading skills in the second language of these children. 

Procedural Knowledge:  

As far as procedural knowledge goes, I did not really learn how to do anything this week.  I have been practicing (and hopefully improving!) my researching skills. 

Conditional Knowledge:

The knowledge I am gaining during the completion of this CD 315 project could possibly aid me in my future career as a speech-language pathologist.  If I ever have the opportunity to work with bilingual children, I can call upon the knowledge that I learned my senior year of undergrad! 

As a student and pre-professional, the information is obviously important in that it is preparing me to work with this population.  However, I am able to make a connection between the research process and my particular mindset.  Honestly, prior to beginning research on this topic, I thought, “I will just read enough articles to complete the minimum requirement for the project.  I don’t really care if or what I learn from it.”  After reading some articles I have found this topic to be extremely interesting!  I am actually enjoying the research process, and I can say that this is a first for Yours Truly!  I can imagine myself possibly working with this population someday, and that excites me!  So, my “connection of material to me as a student” this week is this:  the research process can actually change one’s mindset, and you can learn interesting information!  As a citizen, I think it is important to stay educated and up-to-date on things happening in your world.  I believe that if everyone was educated about bilingualism in this country, this population would receive the attention that they need in order to thrive. 

A10.3: Revised Prospectus

1.  Research Question/Foundation Questions: 

Essential Research Question: 

How can speech-language pathologists help facilitate the development of literacy skills necessary for reading in the second language of bilingual first grade children?

Foundation Questions:

1.  What is bilingualism?
2.  What literacy skills are necessary for reading?
3.  How can speech-language pathologists help facilitate the developmet of such literacy skills?

2.  Tentative Point:  What point do you plan to make (recognizing that as you complete your research this may change significantly)?

In conducting research to answer my essential question I hope to make the point that speech-language pathologists play a vital in facilitating reading skills (for the second language) of bilingual preschool children.  The United States is a “melting pot,” a conglomeration of various cultures and lingustic backgrounds.  The bilingual population is in great need of assistance, and I think that speech-language pathologists can help.  Issues of literacy are just one facet of the speech-language pathologist’s expanding scope of practice and is a matter of concern to the bilingual population of this country. 

3.  Discussion:  Describe how you came to ask the questions you did.  What did you already know about this topic?  What are you learning about this topic?  What challenges do you foresee in answering your question?  Shoot for 400-500 words in this discussion (more if you can do it)

The genesis of my essential research question was a process of trial and error.  The one stipulation provided was that my research question have something to do with literacy.  When I think of the word “literacy” I think of children because childhood is the best time in which to establish literacy skills.  As this is a Communcation Disorders course I wanted to focus on speech-language pathology.  The first few CD 315 assignments this semester dealt with information literacy, so I thought that I should somehow include that aspect as well.  My Diagnostics 424 class had recently studied culturally and lingustically diverse children, and I thought it would be interesting (and beneficial) to further my knowledge in this particular area.  In an attempt to be very specific, my question began as “How can speech-language pathologists use technology to improve English literacy skills in culturally and linguistically different children?”  Needless to say, that was too specific, as my searches returned only two peer-reviewed journal articles.  I realized that I needed to revise my question in order for it to be “researchable.”  I decided that I wanted to learn about various ways in which speech-language pathologists could help facilitate reading skills and not just limit my research to technologically based approaches.  I narrowed down my topic by choosing to research just bilingual children as opposed to all culturally and linguistically diverse children.  At the present time, my research queries are returning numerous peer-reviewed articles so I believe that my essential question is now “researchable.”  My topic is pertinent as well, because my clinical practice could one day include bilingual children who need asistance improving their English literacy skills. 

Another week of researching has led me to alter my research question once again.  My last revision included the faciliation of reading skills for preschoolers.  After finding vast amounts of information about first graders, I have decided to study these children.  Because this is the age in which most children begin to read, researchers have focused their studies on this age group, as will I from this point forward. 

I had limited exposure to this topic prior to this semester.  I completed a literature review based on bilingual education for my Educational Foundations (EDF) 319 class last semester.  I researched the different types of bilingual education, the implementation of each type, postive and negative aspects of each, and the responsibilities of bilingual educators.  Because I had very specific guidelines for that particular assignment I did not have the opportunity to thoroughly study English literacy skills in relation to bilingualism. 

My research thus far this semester has led me to some very interesting information, or the lack thereof.  I am finding that there is no “one” answer to improving English literacy skills for bilingual children.  I have seen numerous studies based on several different hyptheses.  Different people have different belief systems concerning this topic.  I am interested to delve into the research to learn more about what approaches are proving beneficial to this population.  I am surprised by the popularity of “bilingualism” and “literacy”; these two topics appear to go hand-in-hand.  Bilingualism is something to be praised in today’s society, and many countries are studying the benefits that it can provide to individuals and society alike. 

I foresee some challenges in answering my essential research question.  While much research has occurred regarding bilingualism and bilingual education, I fear that I may not find sufficient amounts of information regarding the role of the speech-language pathologist in the process.  Also, because bilingualism is such a popular and broad area I may have difficulties finding the most pertinent information.  I have faith, though, that with my ever-expanding knowledge- and skills- base in information literacy that I will complete this project successfully. 

4.  Resources:  Include a list of tentative resources (in APA style from your previous searching assignments and library assignments) 

August, D., Snow, C., Carlo, M., Proctor, P.C., Rolla de San Fransisco, A., Duursma, E., et al. (2006).  Literacy development in elementary school second-language learners.  Topics in Language Disorders, 26(4), 351-364.  Retrieved October 6, 2007, from the ERIC database.  

Bialystok, E. (2007).  Acquisition of literacy in bilingual children:  A framework for research.  Language Learning, 57(1), 45-77.  Retrieved October 6, 2007, from the ERIC database.

Hammer, C., Miccio, A., & Wagstaff, D. (2003, January 1). Home literacy experiences and their relationship to bilingual preschoolers’ developing English literacy abilities: An initial investigation. Language, Speech, and Hearing Services in Schools, 34(1), 20.  Retrieved September 22, 2007, from the ERIC database.

Paez, M.M., Tabors, P.O., Lopez, L.M. (2007).  Language and literacy development of Spanish-speaking preschool children.  Journal of Applied Developmental Psychology, 28(2), 85-102.  Retrieved October 6, 2007, from the ERIC database.   

Proctor, C., August, D., Carlo, M., & Snow, C. (2006, February). The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology, 98(1), 159-169. Retrieved October 6, 2007, from the PsycARTICLES database. 

Mennen, I., & Stansfield, J. (2006, January 1).  Speech and language therapy service delivery for bilingual children: A survey of three cities in Great Britain. International Journal of Language and Communication Disorders, 41(Nov-Dec), 635.  Retrieved September 22, 2007, from the ERIC database.

Swanson, H., Sáez, L., & Gerber, M. (2006, May). Growth in literacy and cognition in bilingual children at risk or not at risk for reading disabilities. Journal of Educational Psychology, 98(2), 247-264. Retrieved October 6, 2007, from the PsycARTICLES database.

Wong Kwok Shing, R. (2006, October). Enhancing English among second language learners: The pre-school years. Early Years: Journal of International Research & Development, 26(3), 279-293. Retrieved September 22, 2007, from the Academic Search Premier database.  

A10.1: Reproduction Literacy

Deidra Darst

10/27/07

What [do you know/can you find out] about reproduction literacy skills?

Alkali and Hamburger define reproduction literacy as ”the ability to create new meanings or new interpreations by combing preexisting, independent shreads of information in any form of media” (Alkali and Hamburger, 2004).   Pre-existing creations are manipulated, creating new products.  “The art of creative reduplication” was coined in the article writtten by Eviram and Eshet-Alkali.  The Internet provides access to vast amounts of information, and those who possess reproduction literacy can manipulate that information as they see fit.

What are your reactions to the idea that there are such skills?

As with digital literacy as a whole, I never thought about the existence of reproduction skills as a component of literacy.  When I hear the term “reproduction literacy,” the first thing that comes to mind is plagiarism.  It seems to me that taking others’ creations, reoganizing them or combining them with other pre-existing materials, is wrong.  How can you take something originally created by someone else and call it your own?  However, after reading several articles and visiting some suggested websites, I have a better understanding.  Reproduction literacy entails altering the pre-existing information enough that you are not using an exact copy of the original.  Essentially, you are taking someone else’s idea and using it as a starting point for your interpretation and alteration. 

How do you think this “new” literacy will change education/schooling?

The Kavalier and Flannigan article made an interesting point that I think correlates to the changes being made within the education system.  For those individuals who are not “IT-literate,” (Kavalier & Flannigan, 2007) learning to navigate and understand cyberspace is comparable to learning a new language.  The earlier in life that you are exposed to it, the easier it is to use and understand.  Digital literacy has become a part of everyday learning activities.  Opportunities to improve one’s reproductive literacy are more readily available as technology improves and expands.  Today’s students can practice these literacies skills and will ultimately become highly skilled in this particular area.  Educational curricula could possibly focus more on reorganizing and manipulating currently-existing works rather than focusing on stratch-created materials.  We will see numerous perspectives and forms of a particular idea, providing diverse and interesting interpretations from various individuals. 

Eshet-Alkali, Y., & Amichai-Hamburger, Y. (2004, August).  Experiments in digital literacy.  Cyberpsychology and Behavior, 7(4), 421-429.   

Jones-Kavalier, B.R., & Flannigan, S.L. (2007).  Connection the digital dots:  Literacy of the 21st century, Retrieved October 27, 2007, from http://connect.educause.edu/library/abstract/ConnectingtheDigital/39969 

Aphek, E. (2007). Digital, highly connected children: Implications for education. Retrieved October 27, 2007, from http://www.creativityatwork.com/articlesContent/aphek/digital-literacy.html

Aviram, A. & Eshet-Alkali, Y.  (2006).  Towards a theory of digital literacy: Three scenarios for the next steps.  Retrieved October 27, 2007, from http://www.eurodl.org/materials/contrib/2006/Aharon_Aviram.htm