Interactive Read-Alouds of Translingual Children’s Literature as a Catalyst for Literacy Engagement Among Emergent Bilinguals

• In Event: AERA Roundtable Session Thursday 2:15 pm
  In Roundtable Session: Mapping New Possibilities with Children’s and Young Adult Literature, the Arts, and Read-Alouds

Abstract

Longstanding gaps in literacy performance reveal a pressing need for pedagogical practices that monolingual teachers can use to better support emergent bilingual students. The purpose of this qualitative case study was to explore one approach to increase engagement during literacy instruction: interactive read-alouds of translingual children’s books. Participants included four emergent bilingual students and their monolingual teacher in an English-medium elementary classroom. Findings suggest that students experienced translingual interactive read-alouds in positive ways that supported higher quantity and quality engagement, more confidence and excitement with less anxiety, and more meaningful linguistic opportunities as compared to English read-alouds. This study contributes to a deeper understanding of how to effectively leverage translanguaging pedagogy to support emergent bilingual students in English-medium classrooms.

Author

• Anna Handy, University of Denver