Running Head: JOURNAL #1 ACTIVITY 1

Journal #1 Activity 1
Leticia Sifuentes
University of St. Thomas

JOURNAL #1 - ACTIVITY 1

The question of whether English speakers in dual language programs should learn to read
in the target language or the native language has been the topic of much discussion. Hamayan,
Genesee, & Cloud (2013) state,
There is great pressure - mostly from parents of English-speaking children and from
society where English has great political power and an educational system that places
great importance in standardize testing in English to begin literacy instruction in
English to native English-speaking students to ensure that they do not lag behind their
monolingual peers in reading and writing in English and that they do well on mandated
tests administered only in English p. 170.
As educators, how do we combat these pressures? According to Thomas & Collier (2012), the
jury is still deliberating on which is better, but in the long term both seem to work reasonably
well p. 30. After analyzing research on this topic and having my own children in the dual
language program, I believe English speakers should learn to read in the target language.
Since English has a very high status everywhere we go, English speaking students need
as much exposure to the target language as possible. Thomas & Collier (2012) state, English is
the language of power and the world and our students know that. They know that English, the
dominant language, is not going to be taken away from them and their identity is secure p. 32.
English speaking parents concerned about their child not getting enough English at school, can
easily access English reading material, via the internet, book stores, and the library. Bear et al.,
(2007) provide yet another reason why English speakers should learn to read in the target
language, they state it is easier to learn decoding skills in Spanish p.13. Indeed, if Spanish is
the target language, it is phonetic and easier to decode than English. One last reason why English
speaking students should learn to read in the target language is the ease of transfer from Spanish

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reading skills to reading in English (Hamayan, Genesee, & Cloud, 2013). The positive transfer
between Spanish and English is due to the similar structures of the languages.
Although there are many parents, who first feel nervous about having their child learn to
read in a second language, the long term outcomes are very impressive. It is without a doubt that
the delay in learning to read in English, comes with its benefits when children become truly
bilingual and biliterate.

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References

Bear, D. R., Helman, L., Tempelton, S., Invernizzi, M., & Johnston, F. 2007. Words Their Way
with English Learners: Word Study for Phonics, Vocabulary, and Spelling Instruction.
Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Hamayan, E., Genessee, F., & Cloud, N. 2013. Dual Language Instruction from A to Z.
Portsmouth, NJ: Heinemann.
Thomas, W. P., & Collier, V. P. (2012). Dual language education for a transformed world.
Albuquerque, NM: Fuente Press.