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Provides a theoretical rationale rooted in classroom-label definitions and print-function research, then connects labels to children’s understanding of spoken and written words, sound-symbol awareness, grammar, and vocabulary growth. Emphasizes using both languages consistently so English acquisition validates, rather than replaces, native-language development; interactive daily opportunities turn labels into meaningful learning supports.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/classroom-labels-that-young-children-can-use-enhancing-biliteracy-development-in-a-dual-language-classroom/600637/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/classroom-labels-that-young-children-can-use-enhancing-biliteracy-development-in-a-dual-language-classroom/600637.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How do classroom labels support dual language learners’ biliteracy development?","Question",{"text":112,"@type":113},"Classroom labels provide visual models of print that connect spoken and written words in both English and Spanish. They help build sound-symbol awareness, grammatical knowledge, and vocabulary knowledge.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is using both languages on classroom labels important?",{"text":117,"@type":113},"When the classroom environment is equally labeled in both languages, learners see both languages validated. This supports native-language development and helps English acquisition without replacing it.",{"name":119,"@type":110,"acceptedAnswer":120},"What makes labeled references effective rather than just decorative?",{"text":121,"@type":113},"Labels become helpful when children are allowed to use them in interactive activities throughout the day. Without such opportunities, labels risk becoming background “wallpaper” instead of meaningful tools.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600637,1792174708,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Classroom Labels that Young Children Can Use: Enhancing Biliteracy Development in a Dual Language Classroom  \n\n| Learn how to support biliteracy development through print-rich classrooms. | Irasema Salinas-Gonzalez, Maria G. Arreguin-Anderson,& Iliana Alanís |\n| --- | --- |\n\nBiliteracy is defined as literacy development including reading, writing, and speaking in two languages (Escamilla et al., 2014) . Print-rich classrooms can enhance literacy development for all students, but can be particularly helpful for dual language learners for biliteracy development. This article focuses on biliteracy development of English and Spanish through the practical strategy of systematically labeling the classroom within the context of daily classroom activities and providing children with various opportunities to use the words throughout the day. Initially, a theoretical rationale for the use of labels with dual language learners is provided followed by practical ideas related to the use of labels in the context of teacher’s daily work. Using the foundational work related to classroom labels from Pinnell and Fountas (1998, 2010), we adopt a definition indicating that “a label consists of one or a few words on a card placed on or below an object or a spot in the classroom”(p.36) .  \nWhy Are Classroom Labels Critical for Dual Language Learners?  \nProviding young dual language learners opportunities to use language in both the spoken and written form contributes to their understanding of the words they hear and the connections between those words and the labels found around the classroom. In other words, the classroom walls, the bulletin boards, the alphabet, and the labels should reflect two languages. Both their home language and their new language have a special function in the classroom to support language and biliteracy development (Eliason & Jenkins, 2012) . Labels, in  \nparticular, help create an understanding about the functions of print and how print conveys meaning (Fountas & Pinell, 2010) . Classroom labels serve as visual models of print that contribute to the development of soundsymbol awareness, grammatical knowledge, and vocabulary knowledge in both English and Spanish. These basic skills combined with children’s sociocultural variables may contribute to the biliteracy development of dual language learners (Castro, Paez, Dickinson, & Frede, 2011) .  \nPrint-rich classrooms can enhance literacy development.  \nChildren who are learning a second language while developing their native language competencies are considered dual language learners (Ballantyne, Sanderman, & McLaughlin, 2008; Espinosa, 2010; Gomez & Gomez, 2012) . Although, at first, young dual language learners might not actually read classroom labels in their second language, their native language serves as a bridge to success in English. There is familiarity in the “decoding, sound blending, and generic comprehension strategies …between languages that use phonetic orthographies, such as Spanish, French, and English”(Espinosa, 2010, pp. 82-83). Many language and literacy skills in a child’s first language will transfer effectively to English and can assist them in developing the necessary literacy skills  \nDimensions of Early Childhood Vol 43, No 1, 2015  25  \nClassroom Labels that Young Children Can Use: Enhancing Biliteracy Development in a Dual Language Classroom  \nto successfully read their classroom environment (August & Shanahan, 2006; Paez & Rinaldi, 2006) . For the young dual language learner, infusion of meaningful and functional print creates a supportive classroom environment that influences language and literacy development in and through two languages.  \nAccording to transfer theory, what children learn in their native language will be transferred to their second language (August & Shanahan, 2008; Gutierrez, Zepeda, & Castro, 2010) . From this perspective, we can imply that environmental print found in their second language also builds support for their nati","cbCaieQbxPgcHCi5","https://ap.wps.com/l/cbCaieQbxPgcHCi5","pdf",532424,"English","# Why Are Classroom Labels Critical for Dual Language Learners?\n# Designing Your “Labeled” Classroom Environment","[{\"question\":\"How do classroom labels support dual language learners’ biliteracy development?\",\"answer\":\"Classroom labels provide visual models of print that connect spoken and written words in both English and Spanish. They help build sound-symbol awareness, grammatical knowledge, and vocabulary knowledge.\"},{\"question\":\"Why is using both languages on classroom labels important?\",\"answer\":\"When the classroom environment is equally labeled in both languages, learners see both languages validated. This supports native-language development and helps English acquisition without replacing it.\"},{\"question\":\"What makes labeled references effective rather than just decorative?\",\"answer\":\"Labels become helpful when children are allowed to use them in interactive activities throughout the day. Without such opportunities, labels risk becoming background “wallpaper” instead of meaningful tools.\"}]","Classroom Labels that Young Children Can Use - Enhancing Biliteracy Development in a Dual Language Classroom | PDF",1792091088]