Encinas Prudencio, FátimaDíaz Palacios, Lizbeth Eloina2020-08-042020-08-042014-11https://hdl.handle.net/20.500.12371/7053"Using a sociocultural perspective, this Master‘s thesis explored 6 students‘ literacy development in a private bilingual school in central Mexico. Based on Ferreiro‘s and Teberosky‘s (1979) stages of writing development in Spanish, Gentry‘s (1982, 2000) in English and Rubin‘s and Galvan‘s (2005) in bilingual Spanish-English speakers stages of writing development (Rubin & Galvan 2005 p. 736), this study analyzes students‘ transition between kindergarten and primary school. The findings indicate: 1) all the children, in this study, could reach either a syllabic or alphabetical stage in both languages at different rhythms and paces using different tools and support, 2) these children could reach either a syllabic or alphabetical stage in both languages simultaneously without affecting either acquisition process significantly and 3) these children‘s family context affected their linguistic development considerably. Children whose parents had higher degrees tended to be more successful in school. This study‘s main pedagogical implication is that there is a need to raise English teachers understanding about the importance of this transition especially in bilingual contexts as well as to raise their awareness about the differences in rhythm and pace of each child‘s bilingual literacy processes."pdfengHUMANIDADES Y CIENCIAS DE LA CONDUCTAEducación preescolar--México--InvestigaciónEducación primaria--México--InvestigaciónEscuelas privadas--México--InvestigaciónEducación bilingüe--Estudio de casosEspañol--Estudio y enseñanza (Primaria)Inglés--Estudio y enseñanza (Primaria)Escritura--Estudio y enseñanza (Primaria)Lectura--Estudio y enseñanza (Primaria)Tesis de maestríaopenAccess