Reading Horizons: A Journal of Literacy and Language Arts Volume 57 Issue 3 December 2018 Article 3 12-19-2018 Probing the Promise of Dual-Language Books Lisa M. Domke Michigan State University,
[email protected] Follow this and additional works at: https://scholarworks.wmich.edu/reading_horizons Part of the Bilingual, Multilingual, and Multicultural Education Commons, Children's and Young Adult Literature Commons, and the Language and Literacy Education Commons Recommended Citation Domke, L. M. (2018). Probing the Promise of Dual-Language Books. Reading Horizons: A Journal of Literacy and Language Arts, 57 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/ vol57/iss3/3 This Article is brought to you for free and open access by the Special Education and Literacy Studies at ScholarWorks at WMU. It has been accepted for inclusion in Reading Horizons: A Journal of Literacy and Language Arts by an authorized editor of ScholarWorks at WMU. For more information, please contact wmu-
[email protected]. Probing the Promise of Dual-Language Books • 20 Probing the Promise of Dual-Language Books Lisa M. Domke, Michigan State University Abstract Because dual-language books (DLBs) are written entirely in two languages, they have the potential to help readers develop multilingual literacy skills while acting as cultural and/or linguistic windows and mirrors. However, the ways in which publishers choose words when translating, format languages, and represent cultures have implications for readers in terms of identity, readability, and language learning. This content analysis of 69 U.S. Spanish–English dual-language picturebooks published from 2013–2016 investigated trends in DLBs’ cultural, linguistic, formatting, and readability factors.