Theorizing the Role of Language and Culture in Reading Instruction With Bilingual Children With Disabilities

• In Event: Situating Language and Literacy in the Navigation of Intersectional Identity

Abstract

The Pandemic incentivized discussions around teaching reading with bilinguals with disabilities. Using Cultural Historical Activity Theory (CHAT), this systematic mixed method meta-synthesis explores, (1) How are culture and language portrayed, centered, and described in empirical studies addressing the teaching and learning of reading with multilingual children in elementary classrooms, particularly those with a disability, or situated as experiencing learning difficulties? We preliminarily included 43 articles, created synthesis memos, engaged in content analysis, and calculated effect sizes. The study reveals how research focused on implementing pre-determined culture/language-related practices instead of prioritizing children’s evolving practices. Findings highlight possibilities to learn from our past and remedy the harm enacted by previous dominant practices and have implications for teaching reading with bilingual children.

Authors

• Patricia Martínez-Álvarez, Teachers College, Columbia University

• Suma Cheru, Teachers College, Columbia University

• HyeJin Hwang, University of Minnesota

• Kitty Conlon Macías, Teachers College, Columbia University