Bringing Bilingualism to the Center of Guided Reading Instruction

Self Cite

This article puts forth a multilingual perspective on reading to counter the prevailing monolingualism that dominates reading instruction. First, it brings theories together to develop a cohesive understanding of teaching reading with emergent bilinguals at the center. Second, it illuminates ways educators can design reading instruction, which is responsive to and normalizes emergent bilinguals' resources. In taking up a multilingual perspective of reading, educators have a challenge and opportunity to engage in intellectual and practical work to ensure emergent bilinguals' strengths are at the center of reading instruction.

Section: A Time Of Opportunity: Understanding the Complexity Of Readi...mentioning

confidence: 99%

Toward a Multilingual Perspective on Reading: Aligning Emergent Bilinguals' Resources with Theories of Reading and Implications for Instruction

Ascenzi‐Moreno

2024

Self Cite

“…Although scholarship focused on small‐group reading instruction sometimes recommends that teachers consider texts' purposes for content and literacy instruction (e.g., Conradi Smith et al., 2022; Fountas & Pinnell, 2012), there seems to be little focus on CSP and its integration into reading groups (for exception see Ascenzi‐Moreno & Quiñones, 2020). Research demonstrates that children's reading comprehension improves when they draw upon their cultural and linguistic knowledge (e.g., Cho & Christ, 2022) and when texts are relevant to them culturally (e.g., Clark, 2017).…”

Section: Differentiated Reading Groups and Culturally Sustaining Peda...mentioning

confidence: 99%

Differentiated Reading Groups: Bridging Literacy Instruction and Culturally Sustaining Pedagogy

Domke,

Kaplan,

Bingham

2024

Culturally sustaining pedagogy (CSP) that builds on and sustains students' cultural and linguistic practices is important for students' academic achievement and identities. While CSP is applicable to any content area, a critical time to incorporate it is during differentiated reading groups—small‐group contexts that provide explicit code‐based and/or meaning‐making instruction using varying types of texts. This article seeks to help teachers develop a stronger understanding of CSP and how to leverage students' cultural identities and experiences within small groups. We then highlight two differentiated reading group lesson examples to illustrate how to apply the tenets of CSP, along with code‐based and meaning‐making strategies, with a second‐grade group reading Trombone Shorty and another reading Reina Ramos. Additionally, this article provides steps and resources for how to select and teach with culturally sustaining texts to promote students' identities and literacy success.

“…One study found that even proficient bilingual readers struggled to use punctuation appropriately in both English and Spanish, often misunderstanding the text as a result (Briceño, 2021). Teachers should make cross‐language connections transparent; in fact, when bilingual readers received explicit instruction on how word‐solving strategies in one language could be applied to another, they improved in their ability to decode (Ascenzi‐Moreno & Quiñones, 2020).…”

Section: Figurementioning

confidence: 99%

An Asset‐based Practice for Teaching Bilingual Readers

Zoeller¹,

Briceño²

2022

When working with bilingual readers, teaching for equity means building on students’ linguistic strengths. To do so, we must provide intentionally designed holistic literacy instruction that encourages students to use their full literacy and linguistic repertoire. This article describes an asset‐oriented approach called Transliteracy to help teachers leverage and develop students’ cross‐linguistic knowledge. We provide an Observation Framework for foundational skills and a Prompting Model to support teachers in implementing Transliteracy, even in English‐only settings. Transliteracy offers a model by which we teach from what students already know, and celebrate, rather than ignore, bilingualism as a path to more equitable literacy instruction.