Skip to main content
SpringerLink
Log in
Book cover

Handbook of Literacy in Akshara Orthography pp 373–388Cite as

Language and Literacy Practices that Influence Bilingual and Bi-Literate Acquisition in L1 Kannada and L2 English in Bangalore, India

  • Chapter
  • First Online:

Part of the book series: Literacy Studies ((LITS,volume 17))

Abstract

This study was conducted in Bangalore, India, to measure the influence of language and literacy practices on students’ bilingual and bi-literate competencies in L1 Kannada and L2 English. Shenoy S (Psychol Stud 61(3):126–136, 2016) modified the Clinical Evaluation of Language Fundamentals (CELF5) screening tool in English and Kannada to provide teachers with an opportunity to better understand the language profiles of their students. Based on this screening tool, more than 50% of the students from a low-income school were identified as being below criterion on both their L1 and L2, compared to 13% of students from a high-income school. To identify the language and literacy practices that could account for bilingual test scores, informal measures were developed to collect data from parents and teachers. Ninety-three parents completed a questionnaire on language and literacy practices at home, and regression analyses depicted that students’ dominant home language explained their bilingual test scores in both low-SES and high-SES schools. Ten teachers were interviewed, and qualitative analyses depicted that teachers from low-income schools code-switched between English and Kannada approximately 50% of the time compared to teachers from high-income schools, who followed a 100% English-immersion model.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD   109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Aggarwal, S. (1991). Three language formula: An educational problem. New Delhi, India: Gyan Publishing House.

    Google Scholar 

  • Annual status of education report (rural). (2012). ASER centre, New Delhi.

    Google Scholar 

  • Chow, B. W. Y., McBride-Chang, C., & Cheung, H. (2010). Parent–child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners. Journal of Research in Reading, 33(3), 284–301.

    Article  Google Scholar 

  • Collier, V. P., & Thomas, W. P. (1989). How quickly can immigrants become proficient in school English. Journal of Educational Issues of Language Minority Students, 5(1), 26–38.

    Google Scholar 

  • Cummins, J. (1991). Interdependence of first-and second-language proficiency in bilingual children. In Language Processing in Bilingual Children (pp. 70–89). Cambridge, UK: Cambridge University Press.

    Chapter  Google Scholar 

  • Cummins, J. (1995). Discursive power in educational policy and practice for culturally diverse students. In Discourse and power in educational organizations (pp. 191–209). Cresskill, NJ: Hampton Press.

    Google Scholar 

  • Cunningham, A. E., & Stanovich, K. E. (1991). Tracking the unique effects of print exposure in children: Associations with vocabulary, general knowledge, and spelling. Journal of Educational Psychology, 83(2), 264.

    Article  Google Scholar 

  • Daniels, P. T. (2000). On writing syllables: Three episodes of script transfer. Studies in the Linguistic Sciences, 30(1), 73–86.

    Google Scholar 

  • Early Child Care Research Network. (2003). Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten. Child Development, 74(4), 976–1005.

    Article  Google Scholar 

  • Gupta, R. (2014). Change in teaching practices: Case of phonics instruction in India. Procedia-Social and Behavioral Sciences, 116, 3911–3915.

    Article  Google Scholar 

  • Kalia, V. (2007). Assessing the role of book reading practices in Indian bilingual children’s English language and literacy development. Early Childhood Education Journal, 35(2), 149–153.

    Article  Google Scholar 

  • Karanth, P. (2006). The Kagunita of Kannada—Learning to read and write an Indian alphasyllabary. In Handbook of orthography and literacy (pp. 389–404). Mahwah, NJ: L. Erlbaum Associates.

    Google Scholar 

  • Kurrien, J. (2005). Notes for the meeting of the national focus group on teaching of English, and note on tntroduction of English at the primary stage. Ms., NFG-English.

    Google Scholar 

  • Nag-Arulmani, S. (2000). Types and manifestations of learning difficulties in Indian classrooms. In Paper presented at the first Orientation Programme for Schoolteachers, National Institute for Public Co-operation and Child Development (NIPCCD), Bangalore, India.

    Google Scholar 

  • Nag-Arulmani, S. (2003). Reading difficulties in Indian languages. In Dyslexia in different languages: Cross-linguistic comparisons (pp. 235–254). London, UK: Whurr Publ.

    Google Scholar 

  • National Council of Educational Research and Training. (2011). National curriculum framework 2005 (No. id: 1138).

    Google Scholar 

  • National Reading Panel (US), National Institute of Child Health, & Human Development (US). (2000). Report of the national reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health.

    Google Scholar 

  • Nishanimut, S. P., Johnston, R. S., Joshi, R. M., Thomas, P. J., & Padakannaya, P. (2013). Effect of synthetic phonics instruction on literacy skills in an ESL setting. Learning and Individual Differences, 27, 47–53.

    Article  Google Scholar 

  • Pellegrini, A. D., Brody, G. H., & Sigel, I. E. (1985). Parents’ book-reading habits with their children. Journal of Educational Psychology, 77(3), 332–340.

    Article  Google Scholar 

  • Ramaa, S., Miles, T. R., & Lalithamma, M. S. (1993). Dyslexia: Symbol processing difficulty in the Kannada language. Reading and Writing, 5(1), 29–41.

    Article  Google Scholar 

  • Ramanathan, H., & Bruning, M. D. (2003). Reflection on teaching oral English skills in India: A research report. Journal of the International Society for Teacher Education, 7(1), 48–55.

    Google Scholar 

  • Ramanathan, V., & Atkinson, D. (1999). Individualism, academic writing, and ESL writers. Journal of Second Language Writing, 8(1), 45–75.

    Article  Google Scholar 

  • Ramachandran, V., Pal, M., Jain, S., Shekar, S., & Sharma, J. (2005). Teacher motivation in India (pp. 96–103). Discussion Paper. Bangalore: Azim Premji Foundation.

    Google Scholar 

  • Reyes, I., & Azuara, P. (2008). Emergent biliteracy in young Mexican immigrant children. Reading Research Quarterly, 43(4), 374–398.

    Article  Google Scholar 

  • Saini, A. (2000). Literacy and empowerment: An Indian scenario. Childhood Education, 76(6), 381–384.

    Article  Google Scholar 

  • Senechal, M., & Cornell, E. H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28(4), 360–374.

    Article  Google Scholar 

  • Semel, E., Wiig, E., & Secord, W. A. (2013). Clinical evaluation of language fundamentals (5th ed.). San Antonio, TX: Pearson.

    Google Scholar 

  • Shenoy, S. (2016). Efficacy of a bilingual screening tool in L1 Kannada and L2 English to differentiate between language differences and disorders in English language learners. Psychological Studies, 61(3), 126–136.

    Article  Google Scholar 

  • Sreekanth, Y. (2011). Parents involvement in the education of their children: Indicators of level of involvement. International Journal about Parents in Education, 5(1), 36–45.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Psychology and Florida Center for Reading Research, Florida State University, Tallahassee, FL, USA

    Sunaina Shenoy & Richard K. Wagner

  2. Department of Special Education, University of New Mexico, Albuquerque, NM, USA

    Sunaina Shenoy

Authors
  1. Sunaina Shenoy
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Richard K. Wagner
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sunaina Shenoy .

Editor information

Editors and Affiliations

  1. Department of Teaching, Learning, and Culture, College of Education and Human Development, Texas A&M University, College Station, TX, USA

    R. Malatesha Joshi

  2. Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China

    Catherine McBride

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Shenoy, S., Wagner, R.K. (2019). Language and Literacy Practices that Influence Bilingual and Bi-Literate Acquisition in L1 Kannada and L2 English in Bangalore, India. In: Joshi, R.M., McBride, C. (eds) Handbook of Literacy in Akshara Orthography. Literacy Studies, vol 17. Springer, Cham. https://doi.org/10.1007/978-3-030-05977-4_19

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-05977-4_19

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-05976-7

  • Online ISBN: 978-3-030-05977-4

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation