Spanish Television Hinder Hispanic Children’s Bilingualism Development in Texas

Yulin Feng¹, Ruben Olague², Armando Diaz¹, Valentin Ekiaka Nzai¹
(1. Department of Teacher & Bilingual Education, Texas A&M University, Kingsville, USA; 2. Texas A&M University System, USA)

Abstract: Research on media exposure, especially televisions (TVs) has documented the positive impact of media on oral fluency development and language acquisition (Bittman, Rutherford, Brown, & Unsworth, 2011; Mendelsohn, Brockmeyer, Dreyer, Fierman, Berkule-Silberman, & Tomopoulos, 2010; Pandya, 2012). However, little attention has been paid to effects of Spanish-Speaking media, especially Televisions (TVs) on Hispanic children in a predominantly subtractive bilingualism. Thus, this qualitative study aimed to initiate the discussion on the role of the U.S. Spanish Speaking TVs in fostering bilingualism — biliteracy among Hispanic children. The following research question guided this query: To what extent does Spanish TV foster Hispanic children’s heritage language (Spanish) development?

Findings suggested that the ratio of Spanish TV programs time-air for children is very low. Consequently, Spanish TV programs seem to be powerless in fostering Hispanic Children bilingualism-biliteracy development. Recommendations for elementary teachers of English language learners are drafted from the additive bilingualism perspective.

Key words: Spanish Television, Spanish media outlets, bilingualism-biliteracy, Hispanic