Seventh International Conference on Immersion and Dual Language Education

Strand I: Pedagogy & Assessment

Mandarin

Elementary (K-5)

Recent immersion research findings indicate relatively lower second language (L2) proficiency outcomes for reading in Mandarin as compared with other alphabetic partner languages such as Spanish (Burkhauser et al., 2016; Fortune & Song, 2016). Sufficient levels of L2 literacy are critical for continued access to subject matter learning as students progress through the grades. What can we learn by comparing more- and less-proficient Mandarin immersion (MI) readers’ oral reading behaviors and use of strategic processes to decode and comprehend written text? This study examines these behaviors and strategic processes with Grade 4 children as they engage with narratives in Mandarin (L2) and English (L1). Using data from during-reading think alouds and post-reading interviews, we will identify and compare patterns in oral reading miscues and strategic processes used. Implications for the instruction of emergent Chinese-English biliterates participating in MI education will be discussed.