2024/04/10 by Laura Ascenzi‐Moreno · 1 citation
Arts and Humanities · Psychology · Social Sciences · #Multilingual Education and Policy #Reading and Literacy Development #Second Language Learning and Teaching
paper · doi:10.1002/trtr.2324
crossref issued 2024/04/10 · crossref published 2024/04/10 · crossref published-online 2024/04/10 · openalex publication_date 2024/04/10 · crossref created 2024/04/11 · crossref published-print 2024/05/01 · crossref deposited 2024/11/16 · openalex created_date 2025/10/10 · crossref indexed 2026/07/30 · openalex updated_date 2026/07/30
Abstract This article puts forth a multilingual perspective on reading to counter the prevailing monolingualism that dominates reading instruction. First, it brings theories together to develop a cohesive understanding of teaching reading with emergent bilinguals at the center. Second, it illuminates ways educators can design reading instruction, which is responsive to and normalizes emergent bilinguals' resources. In taking up a multilingual perspective of reading, educators have a challenge and opportunity to engage in intellectual and practical work to ensure emergent bilinguals' strengths are at the center of reading instruction.