Unveiling Obstacles in Biliteracy Development: Recognizing Pedagogical and Structural Barriers for Teachers of Multilingual Learners

• In Event: Dual and Multi-Languages: How Teachers, Parents and Communities Can Build Bridges

Abstract

The topic of teachers’ knowledge of language and reading development has been the subject of recent attention from researchers, state agencies, and journalists. Amid this environment, multilingual learners (MLLs) continue to experience disproportionately low outcomes in reading. A great deal of effort has been placed on providing teachers of MLLs with the knowledge and determination to offer equitable educational opportunities for their students. However, structural barriers in school systems can prevent committed educators from implementing high-quality, science-based literacy instruction for MLLs. Through a research-practice partnership, implementation study, we aim to identify additional barriers to the enactment of reading instruction for MLLs and offer suggestions for practice and research.

Authors

• Danielle Gervais Sodani, American University

• Lauren M. Shea, American University

• Anne Murphy Karabell, American University

• Sarah Irvine Belson, American University