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English/Multilingual Learner Students Need Structured Literacy AND So Much More
Expert practitioners explain how Structured Literacy-SL (Science of Reading-SOR) was developed and researched with monolingual English-speaking children in mind, with NO context for multilingual learner-ML students in dual language bilingual education programs.
While there have been some positive outcomes with SL/SOR, more is needed to ensure effective literacy for the ML Student in DLBE. In dual language bilingual education, effective literacy instruction needs structured literacy in English AND:
a focus on the language comprehension strand of Scaraborugh’s Rope;
a focus on a culturally and linguistically responsive classroom environment;
a focus on biliteracy - reading development in the partner language, the importance of oracy, intentionally bringing the two languages together for metalinguistic and sociocultural purposes, authentic assessments for multilingual learners developing bilingualism, and biliteracy.
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By Dual Language Education Of New MexicoExpert practitioners explain how Structured Literacy-SL (Science of Reading-SOR) was developed and researched with monolingual English-speaking children in mind, with NO context for multilingual learner-ML students in dual language bilingual education programs.
While there have been some positive outcomes with SL/SOR, more is needed to ensure effective literacy for the ML Student in DLBE. In dual language bilingual education, effective literacy instruction needs structured literacy in English AND:
a focus on the language comprehension strand of Scaraborugh’s Rope;
a focus on a culturally and linguistically responsive classroom environment;
a focus on biliteracy - reading development in the partner language, the importance of oracy, intentionally bringing the two languages together for metalinguistic and sociocultural purposes, authentic assessments for multilingual learners developing bilingualism, and biliteracy.