The Biliteracy Translation Measure: Using Written Translations to Index Bilingualism and Biliteracy in Spanish and English
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| Title: | The Biliteracy Translation Measure: Using Written Translations to Index Bilingualism and Biliteracy in Spanish and English |
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| Language: | English |
| Authors: | Christine M. Leider, C. Patrick Proctor, Rebecca D. Silverman |
| Source: | Grantee Submission. 2014 1(YS):9-24. |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2014 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A090152 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Bilingualism, Translation, Written Language, Spanish, English, Bilingual Students, Literacy, Student Evaluation, Evaluation Methods, Elementary School Students, Word Recognition, English (Second Language), Language Proficiency, Second Language Learning, Surveys |
| Geographic Terms: | Massachusetts, Maryland |
| Assessment and Survey Identifiers: | Woodcock Munoz Language Survey |
| Abstract: | The goal of this study was to examine written translation as a means to: a) build on the theoretical notion that a bilingual individual's languages are shared; b) operationalize biliterate ability; and c) propose a new method of assessment for culturally and linguistically diverse students. Drawing from the fields of cognitive psychology and literacy, a conceptual framework was developed for the use of written translation to examine biliteracy. Next, the Biliteracy Translation Measure (BTM), a Spanish-English written translation task, was designed and tested. Results suggest a positive relationship between parallel measures of English and Spanish language and literacy and the BTM, providing support for the BTM's utility in assessing biliteracy. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Access URL: | https://journal.nystesol.org/july2014/9leider.pdf |
| Accession Number: | ED646724 |
| Database: | ERIC |
| Abstract: | The goal of this study was to examine written translation as a means to: a) build on the theoretical notion that a bilingual individual's languages are shared; b) operationalize biliterate ability; and c) propose a new method of assessment for culturally and linguistically diverse students. Drawing from the fields of cognitive psychology and literacy, a conceptual framework was developed for the use of written translation to examine biliteracy. Next, the Biliteracy Translation Measure (BTM), a Spanish-English written translation task, was designed and tested. Results suggest a positive relationship between parallel measures of English and Spanish language and literacy and the BTM, providing support for the BTM's utility in assessing biliteracy. |
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