Navigating Science of Reading and Holistic Biliteracy: Bilingual Teachers Designing Equitable Instruction for Multilinguals

• In Event: Learner Experience in Multimodal Contexts

Abstract

“Science of reading” (SOR) approaches are prevalent in U.S. schools, but have not adequately addressed implications for teaching multilingual students. Using cases from a qualitative study, I explore narratives of three bilingual teachers to learn how teachers make sense of an SOR approach and holistic biliteracy approach to inform practice. Data included coursework and interviews and were analyzed iteratively. Participants raised questions about SOR application to Spanish literacy and about monolingual assessment overlooking bilingualism. Through inquiry and innovation, they explored ways to connect tenets of holistic biliteracy with SOR to provide more equitable instruction for students in their bilingual settings. In accordance with AERA’s theme, this study interrogates SOR research in pursuit of truth and equity for multilingual youth.

Author

• Emily Zoeller, Edgewood College
  Presenting Author