Striving Toward Biliteracy in Mainstream, English as a Second Language, and Bilingual Classrooms

Abstract

The development of biliteracy among English language learners (ELLs) has been established as a critical issue in education policy and practice. We live in an era of increasing globalization, which results in increased numbers of immigrants in the United States. As a result, significant proportions of students in U.S. schools come from homes where English is not used as the primary language; however, these students, as emergent bilinguals, are required to navigate language and culture in mainstream, English as a Second Language, and bilingual classrooms contexts. This chapter considers the challenges that emergent bilingual students face in elementary school contexts. In addition, specific research-based strategies are outlined for teachers working with ELLs in mainstream, English as a Second Language, or bilingual classrooms. Lastly, the authors explore how multiliteracy approaches and pedagogy might shape ELLs' identity formation.

Exploring the critical in biliteracy instruction

“…In this context, biliteracy does not refer merely to the ability to read and write in two languages. Rather, biliteracy refers to being able to use multiple discourses and the spoken, written, cultural, and behavioral practices associated with them in two or more languages (Vehabovic & Paul, ). This expansion of the term biliteracy highlights additional components that are important for emergent bilinguals to learn in both their home and second language in order to communicate in both languages.…”

“…Using this knowledge and our theoretical frame, we outline the most effective dialogic reading strategies that incorporate practices for emergent bilinguals (see Carolo et al., ; Echevarria et al., ). Leaning on our previous work that centers on critical literacy (Paul, ) and biliteracy (Vehabovic & Paul, ), we highlight research‐based practices that incorporate critical biliteracy instruction. The following practices are best applied among multilingual children in kindergarten through eighth grade.…”