Cross-Language Awareness to Improve Understanding of Reading Challenges in Spanish-Speaking Students Immersed in English Classrooms

Abstract

Language awareness refers to explicit knowledge about language, as well as conscious perception and sensitivity in language learning, language teaching and language use. At the same time, the focus of research on language awareness has evolved from English as a native language to multilingualism. In that vein, more publications comparing different settings and languages and addressing teachers’ language awareness are needed. This chapter identifies potential linguistic challenges faced by Spanish-dominant students when they are learning to read, or continuing their reading development, in English-only classrooms. To support students with a strong Spanish base who are developing reading abilities in English, teachers need cross-language awareness, including an understanding of how prior language experiences impact linguistic schemata, as well as knowledge of potential challenges and suitable teaching approaches. This chapter reviews linguistic dimensions of Spanish and English relevant to reading acquisition in English, focusing on issues that may be particularly challenging for students who appear to be struggling.