Vocabulary and Sentence Structure in Emergent Spanish Literacy

Abstract

AbstractDual 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.