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The Science of Reading Through a Multilingual Lens: Critical Perspectives from Teacher Education to Policy
Fri, April 10, 3:45 to 5:15pm PDT (3:45 to 5:15pm PDT), Los Angeles Convention Center, Floor: Level Two, Room 304BSession Type: Symposium
Abstract
This town hall brings together critical multilingual teacher educators to demystify the science of reading movement in multilingual contexts. Panelists share research, policy insights, and pedagogical practices that resist monoglossic ideologies, fostering dialogue about equitable, culturally and linguistically sustaining approaches to literacy instruction in the face of political restraints.
Keywords: Critical multilingualism, Science of Reading (SOR), teacher education, bilingual education, dual language instruction, language policy, decolonizing literacy, multilingual teacher preparation, community advocacy, monoglossic ideologies, racialized language practices
Sub Unit
Chair
Papers
Science of Reading in Dual Language Education Context in Utah - Tuba Yilmaz, University of Utah; Ellie T. Akerley, University of Utah
Emancipatory Literacies Resisting Structured Literacy Mandates: Teacher Educators Advocating for New Mexico’s Multilingual Communities - Jen Stacy, University of New Mexico; Mary F. Rice, University of New Mexico; Sepideh Yasrebi, University of New Mexico; Joshua T. Frank Cárdenas, University of New Mexico; Violet Henderson, New Mexico State University; Adrian Sandoval, University of North Dakota; Daniel Olufemi, University of New Mexico; Rosalia Pacheco, University of New Mexico; Dawn Berry, New Mexico Highlands University
Disrupting the Science of Reading Through Family-Based Multilingual Research: Preservice Teachers as Ethnographers of Literacy - Jungmin Lee, University of Louisiana at Lafayette; Min-Seok Choi, University of Louisiana at Lafayette