Michelle Posner is a bilingual speech language pathologist who has worked in the field since 2006. Inspired by her younger brother’s autism diagnosis and the harm caused when her family was advised to stop using Spanish at home, she centers communication, inclusion, and support for neurodivergent individuals. Michelle is an Ashkenazi Jew whose family fled Russia and Poland during the Holocaust, found refuge in Mexico, and later immigrated to the United States when she was nine, shaping her bilingual identity and commitment to equity and representation. You can learn more about her work at thebilingualslp.com.

In this episode, Michelle challenges persistent myths about bilingualism and clarifies how educators can distinguish language difference from disorder by looking for patterns across languages. She explains why understanding sound systems, phonemic inventories, and articulation patterns is essential for both accurate evaluation and effective literacy instruction. Michelle warns against over-identifying multilingual learners for special education, while also being careful not to delay early intervention when needed. Michelle centers equity, cultural and linguistic knowledge, and family partnership as foundational to supporting multilingual learners in speech and literacy development.

Key Takeaways:

1. A true speech or language impairment shows up across all of a child’s languages.
2. Family input is critical for understanding how a child communicates outside school, and schools should assess students in each language when concerns arise.
3. Speech sound instruction and phonemic awareness should be grounded in an understanding of students’ home language sound systems. Tools like cognates, minimal pairs, and sound bombardment can help multilingual learners distinguish between new sounds.

Timestamps:

(00:00) Welcome to Literacy Across Languages!

(01:24) Meet Michelle Posner, The Bilingual SLP

(04:25) The Benefits of Bilingualism

(06:43) Identifying Language Difference vs. Language Disorder

(09:58) Translanguaging and Navigating Multiple Languages

(13:23) Empowering Parents and Educators as Advocates for Multilingual Students

(16:49) The Need for Multilingual Speech Language Pathologists

(19:07) First Steps for Educators Working with Multilingual Students

(23:27) Using Cognates for Speech Development

(26:56) Resources for Bilingual Speech Therapy

(29:29) Building Phonemic Awareness with Sound Bombardment

(34:05) Language Approximations and Corrective Feedback

(39:11) Students with Limited or Interrupted Formal Education

(40:42) Progress Monitoring Speech and Language Development with Multilingual Learners

(41:53) The Joy of Working with Multilingual Families

(45:04) Takeaways for Teaching

Episode Resources:

1. Explore ASHA's Phonemic Inventories and Cultural and Linguistic Information Across Languages resources to learn more about your students' home languages.

2. Check out the book Difference or Disorder by Bilinguistics to better understand your multilingual students' language development.

3. Visit Michelle's website for bilingual speech and language resources!

Stay Connected:

• Visit us at ⁠literacyacrosslanguages.com⁠.
• Email us with questions or episode suggestions at [email protected].
• Follow ⁠Mary⁠ and ⁠Katherine⁠ on LinkedIn.
• Like, subscribe, and share this episode with fellow educators, or share a review to help others find us!

Keywords: bilingualism, multilingual learners, bilingual SLP, speech language pathology, language difference, language disorder, early intervention, IDEA, home language, translanguaging, cognates, articulation, speech sound disorders, sound bombardment, minimal pairs, phonemic awareness, phonological awareness, phonics, cognitive load, linguistic repertoire, dialect, cultural responsiveness, family partnership, special education, assessment, silent period, autism, language regression, language development, academic language, social language, language acquisition, cross linguistic transfer

Valentina Gonzalez is an accomplished teacher, educator, author, and national speaker with more than 25 years of experience dedicated to supporting multilingual learners and the educators who serve them. She has served as a classroom teacher, district facilitator for multilingual programs, professional development specialist, and educational consultant. She is widely recognized for designing and leading research-based, actionable professional learning that advances literacy, honors students’ cultural and linguistic identities, and promotes meaningful language development. Through her writing, coaching, consulting, and advocacy, she continues to elevate equitable, culturally responsive instruction for multilingual learners.

In this episode, Valentina Gonzalez shares how her personal journey as an immigrant and language learner shaped her commitment to multilingual education. The conversation explores how decoding, language comprehension, and English language development must grow together rather than in isolation. Valentina reframes scaffolds as bridges to independence, challenges the idea that language is an add-on to literacy, and offers practical ways teachers can embed intentional language development into everyday instruction while honoring students’ home languages as assets.

Key Takeaways:

• Learning to read is both a code-based and a language process. Separating literacy and language instruction can create barriers for multilingual learners.
• Home languages are assets that shape identity, culture, and learning. Teachers do not need to speak students' languages to honor and leverage them in instruction.
• Teaching through a language lens moves students toward independence and equity.

Timestamps:

(00:00) Welcome to Literacy Across Languages!

(01:32) Meet Valentina Gonzalez

(08:26) Literacy as a Code-Based and Language-Based Process

(11:24) Reading and Writing with English Learners

(15:16) Viewing Literacy through a Language Lens

(19:07) Scaffolds as a Bridge to Literacy

(24:29) Maintaining, Loving, and Leveraging Language

(31:16) Planning Literacy Instruction with a Language Lens

(33:55) One Key Takeaway for Anyone Working with Multilingual Learners

(35:30) The Joy and Privilege of Teaching Multilingual Children

(38:33) Takeaways for Teaching

Episode Resources:

1. Want to learn more about Valentina’s work?  Check out her website!
2. Read Valentina's co-authored book, Reading and Writing with English Learners, for a closer look at teaching literacy through a language lens.
3. Reflect on your WHY with Welcome to Teaching Multilingual Learners , a book by Valentina, Nancy Frey, and Doug Fisher that explores research-based strategies for supporting language-diverse students.

Stay Connected:

• Visit us at ⁠literacyacrosslanguages.com⁠.
• Email us with questions or episode suggestions at [email protected].
• Follow ⁠Mary⁠ and ⁠Katherine⁠ on LinkedIn.
• Like, subscribe, and share this episode with fellow educators, or share a review to help others find us!

Keywords: multilingual learners, literacy instruction, language development, decoding, language comprehension, English language development, ELA and ELD alignment, integrated instruction, oral rehearsal, sentence frames, shared writing, gradual release of responsibility, scaffolding, asset-based pedagogy, home language, linguistic identity, translanguaging, academic language, vocabulary development, phonics instruction, equitable literacy, culturally responsive teaching

Courtney Morgan is an assistant professor of teacher education and coordinator of the elementary education program at Brevard College in Western North Carolina. She is a National Board Certified teacher and founder of the All Access Classroom, where she partners with schools and districts as a keynote speaker and professional development facilitator. Before entering higher education, she spent 19 years as a general education and English language development teacher. Her work focuses on helping educators integrate language development, evidence-based literacy practices, and content learning, and she is passionate about equipping teachers with strategies that make instruction more equitable and accessible for multilingual learners.

In this episode, Courtney Morgan explores how the science of reading has often been implemented through a monolingual lens, leaving multilingual learners at the margins of instructional decisions. She argues that the research base does not need to be replaced, but rather reinterpreted to intentionally integrate language development and literacy. Through practical examples and a clear planning framework, Courtney challenges schools to center multilingual learners in curriculum decisions, protect both structured literacy and English language development time, and increase opportunities for productive language within daily lessons.

Key Takeaways:

• The science of reading is a research base, not a script. Educators must interpret it through the realities of their multilingual classrooms.
• For multilingual learners, structured literacy must be paired with English language development. Protect time for both.
• Multilingual educators hold critical expertise. Advocate for their presence in data discussions, curriculum adoption, and school-wide decisions. Centering multilingual learners requires systems-level change.

Timestamps:

(00:00) Welcome to Literacy Across Languages!

(02:01) Meet Courtney Morgan

(06:21) Centering Multilingual Students in Our Instruction

(14:35) Reimagining the Science of Reading forMultilingual Students

(21:28) Honing in on Language Development in Literacy Instruction

(27:16) Intentional Literacy Scaffolds for Multilingual Learners

(32:59) The Value of the Work

(35:52) Takeaways for Teaching

Episode Resources:

1. Read Courtney's co-authored article in Language Magazine, Reimagine the Science of Reading Through a Multilingual Lens.
2. Explore Courtney's courses, professional development, and resources for multilingual learners at The All-Access Classroom.
3. Learn more about The Reading League's North Carolina chapter, where Courtney serves as a board member.

Stay Connected:

• Visit us at ⁠literacyacrosslanguages.com⁠.
• Email us with questions or episode suggestions at [email protected].
• Follow ⁠Mary⁠ and ⁠Katherine⁠ on LinkedIn.
• Like, subscribe, and share this episode with fellow educators, or share a review to help others find us!

Keywords: Keywords: science of reading, structured literacy, multilingual learners, English learners, language development, English language development, oral language, productive language, student discourse, scaffolding, literacy instruction, multiliteracy, home language, bilingual education, Scarborough’s Rope, reading comprehension, phonics instruction, phonemic awareness, vocabulary development, background knowledge, language acquisition, second language acquisition, curriculum design, inclusive instruction, equity in education, teacher planning, literacy research, elementary literacy, teacher professional development, evidence-based literacy

Dr. Timothy Shanahan is a distinguished professor emeritus at the University of Illinois at Chicago and a former first grade teacher who previously served as director of reading for the Chicago Public Schools. He is the author or editor of more than 300 publications, including Leveled Reading, Leveled Lives published by Harvard Education Press in 2025. His research emphasizes connections between learning to read and learning to write, literacy in the disciplines, and improving reading achievement, and he chaired the National Literacy Panel on Language Minority Children and Youth.

In this episode, Dr. Shanahan challenges the widespread practice of using leveled texts for reading instruction, arguing that it often reduces students’ opportunity to learn rather than helping them catch up. He explains why multilingual learners benefit from the same core components of reading instruction as native English speakers, with language instruction carrying extra weight as students acquire English. Across the conversation, Shanahan makes a clear case for keeping students in grade-level curriculum while adjusting instruction through purposeful scaffolds, including rereading for fluency, smarter vocabulary choices, and explicit attention to sentence complexity and discourse structure so all students can access rigorous texts.

Key Takeaways:

• Teaching students using below grade level texts can limit their opportunity to learn over time. Effective differentiation targets instruction rather than changing the curriculum.
• Multilingual learners benefit from the same essential reading components as native English speakers. Language instruction provides particularly strong benefits for multilingual learners.
• Sentence complexity can block comprehension even when students read individual words accurately. Teaching students how to unpack complex sentences builds transferable tools for future reading.

Timestamps:

(00:00) Welcome to Literacy Across Languages!

(01:50) Meet Dr. Timothy Shanahan

(05:51) Insights from the National Literacy Panel for Language Minority Children and Youth

(12:09) The Problem with Leveled Readers

(20:08) The Importance of a Varied Reading Diet

(24:46) Making Grade-Level Text Accessible for Multilingual Learners

(35:36) What the Literacy Research Suggests for K-2 Learners

(41:11) Raising the Scaffolding for Student Success

(45:27) Takeaways for Teaching

Episode Resources:

1. Check out Dr. Shanahan's newest book, Leveled Reading, Leveled Lives (Harvard Education Press, 2025).
2. Follow Dr. Shanahan's blog, Shanahan on Literacy to stay up to date on the reading research.
3. Revisit the findings from The National Literacy Panel on Language-Minority Children and Youth.

Stay Connected:

• Visit us at ⁠literacyacrosslanguages.com⁠.
• Email us with questions or episode suggestions at [email protected].
• Follow ⁠Mary⁠ and ⁠Katherine⁠ on LinkedIn.
• Like, subscribe, and share this episode with fellow educators, or share a review to help others find us!

Keywords: grade-level text, leveled readers, differentiated instruction, curriculum equity, multilingual learners, home language, decoding, phonics, fluency, rereading, vocabulary, context clues, syntax, sentence-level comprehension, scaffolding, discourse structure, cohesion, productive struggle, National Literacy Panel, Timothy Shanahan

Lucía Rocha-Nestler is the founder and CEO of Hola Books, an educational publishing company dedicated to building strong, joyful Spanish literacy through research-based, Spanish-first materials. A former dual-language teacher with over 20 years of classroom experience, Lucía brings deep expertise in bilingual literacy development, curriculum design, and professional learning. She is a first-generation college graduate, the daughter of immigrant agricultural workers, and a school board trustee whose work centers equity, access, and culturally sustaining instruction for multilingual learners.

In this episode, Lucía Rocha-Nestler explains why the strongest literacy instruction for multilingual learners intentionally integrates the Science of Reading with language acquisition research. She emphasizes that language and literacy grow together—but differently—and that students need explicit foundational skills instruction alongside rich oral language, identity-affirming materials, and meaningful interaction. Using Spanish literacy as a central example, Lucía makes a compelling case for materials designed in and for the language of instruction, rather than translated from English.

Key Takeaways:

• Language and literacy develop together, but differently.

• Oral language is the thread that should run through all literacy instruction.

• Languages organize sound, print, and meaning in different ways. Literacy instruction must be designed for the language itself, not translated from English.

• Literacy materials designed for multilingual learners should be built from the ground up, not added on later.

Timestamps:

(00:00) Welcome to Literacy Across Languages!

(01:48) Meet Lucía Rocha-Nestler

(06:59) Learning to Read and Learning Language

(10:01) Language and Literacy Develop Together, But Differently

(14:46) Integrating Bilingual and Biliteracy Instruction

(17:35) Learning to Read in Spanish

(22:49) Supporting Spanish-Speaking Students in English-Only Settings

(28:17) Designing Effective Spanish-First Literacy Materials

(36:41) Curriculum Considerations for Educators and Leaders

(41:08) Celebrating Multilingual Learners

(43:48) Takeaways

Episode Resources:

• Check out Hola Books' beautiful library of Spanish-first, research-based literacy materials!
• Learn more about structured literacy in bilingual classrooms in Lucía's interview on the Literacy Lunch Break podcast.
• Want to learn more about Dr. Beatriz Diuk's research on Spanish literacy? Check out her book, Enseñar a leer y escribir.

Stay Connected:

• Visit us at ⁠literacyacrosslanguages.com⁠.
• Email us with questions or episode suggestions at [email protected].
• Follow ⁠Mary⁠ and ⁠Katherine⁠ on LinkedIn.
• Like, subscribe, and share this episode with fellow educators, or share a review to help others find us!

Keywords: Spanish-first literacy, biliteracy, bilingual education, dual language instruction, Spanish literacy development, transparent orthography, English orthography, language transfer, decoding errors, structured literacy, Science of Reading, second language acquisition, oral language development, oracy, vocabulary, syntax, morphology, meaningful interaction, culturally sustaining instruction, identity and representation, curriculum adoption, teacher usability, scope and sequence, foundational skills instruction

Dr. Carrie McDermott Goldman is an associate professor, consultant, coach, and mentor focused on instructional practices, curriculum development, and program design for multilingual learners. She serves as the Interim Director of Graduate, Post-Graduate, and Professional Studies Programs, TESOL/bilingual program coordinator, and director of the CR-ITI ESOL/bilingual grant at Molloy University where she teaches language acquisition, content knowledge development, and how to teach and assess multilingual learners using culturally appropriate methods. Carrie’s most recent publication, Nine Dimensions of Scaffolding for Multilingual Learners, was co-authored with Dr. Maria Dove and Dr. Andrea Honigsfeld. Their next collaborative book, Wait, Just Don't Translate, is forthcoming.

In this episode, Dr. Carrie McDermott-Goldman explores how K–3 teachers can build linguistically inclusive classrooms where multilingual learners participate fully in literacy instruction. Drawing on her experience as a classroom teacher, teacher educator, and instructional coach, Carrie explains how intentional routines, instructional language, and classroom practices lower anxiety and increase access to grade-level reading and learning. She emphasizes that language develops through use—not exposure alone—and highlights the SWiRL framework (Speaking, Writing, Interaction, Reading, and Listening) as a way to integrate meaningful interaction across literacy instruction. Carrie also shares practical guidance for working within scripted curricula while expanding scaffolds—such as visuals, modeling, and predictable routines—to preserve meaning, support participation, and honor multilingual learners’ identities.

Key Takeaways:

• Students need opportunities to use language across all modalities. The SWiRL framework (Speaking, Writing, Interaction, Reading, Listening) helps teachers intentionally integrate all components of language into daily literacy instruction.

• Predictable routines—such as morning meetings, entry procedures, and repeated instructional structures—lower cognitive load and support participation for multilingual learners.

• Linguistically inclusive classrooms make students visible and valued. Incorporate multilingual labels, flexible seating, translanguaging, and representation in texts and student work.

• Teaching with fidelity does not mean teaching without flexibility. Teachers can add scaffolds such as visuals, chunked directions, modeled responses, and focused summaries while maintaining grade-level expectations.

Timestamps:

(00:00) Welcome to Literacy Across Languages!

(03:22) Meet Dr. Carrie McDermott Goldman

(06:17) Creating Inclusive Learning Environments

(09:38) Becoming Intentional Teachers

(15:02) The Power of Predictable Routines

(24:32) SWiRL-ing for Language Development

(25:50) Making Instructional Language Accessible

(29:01) Fidelity vs. Flexibility

(33:42) Multilingual Teacher Preparation

(37:28) The Lasting Impact of Inclusive Teaching

(40:42) Takeaways

Episode Resources:

• Interested in learning more about Carrie’s recent collaborative publication on the Nine Dimensions of Scaffolding?  Check out her featured article in ⁠Language Magazine⁠.

• Take a look at Carrie’s ⁠5 quick strategies to help your English learners engage in class⁠.

Stay Connected:

• Visit us at ⁠⁠⁠literacyacrosslanguages.com⁠⁠⁠.

• Email us with questions or episode suggestions at ⁠⁠[email protected]⁠⁠.

• Follow ⁠⁠⁠Mary⁠⁠⁠ and ⁠⁠⁠Katherine⁠⁠⁠ on LinkedIn.

• Like, subscribe, and share this episode with fellow educators, or share a review to help others find us!

Keywords: linguistically inclusive classrooms, multilingual literacy, classroom routines, instructional design, SWiRL, interaction, translanguaging, predictable routines, classroom environment, oral language development, early literacy, scaffolding, fidelity and flexibility, teacher language, modeling, visuals, cognitive load, affective filter, multilingual learners, science of reading, language acquisition

Dr. Susan B. Neuman is a professor specializing in early literacy development from pre-K through grade 2. She is editor of The Handbook on the Science of Early Literacy and The Handbook on the Science of Literacy in Grades 3-8. Dr. Neuman's research focuses on building knowledge networks through content-rich instruction, with particular emphasis on vocabulary development, oral language, and ensuring equitable access to literacy for all students, including multilingual learners.

In this episode, Dr. Susan Neuman challenges the overemphasis on foundational skills in early literacy instruction and advocates for centering knowledge building and oral language development alongside decoding. She introduces her framework of knowledge networks—teaching vocabulary and concepts that connect to one another rather than isolated words. Dr. Neuman explains why she prioritizes Tier 3 (content-specific) words over Tier 2 words, how to use multiple genres strategically, and the importance of distributed review. She emphasizes that comprehension is domain-specific and depends on background knowledge, making content-rich instruction essential for all learners, especially multilingual students who bring diverse experiences to the classroom.

Key Takeaways:

• Build knowledge networks by interacting with connected vocabulary and concepts rather than isolated words.

• Ask literal and detail-focused questions before moving to open-ended inferential questions. Ensure students truly understand before expecting higher-order thinking.

• Informational texts deserve more space in our teaching. Students are eager to learn about their world.

• Fidelity to programs must be balanced with structured adaptation to meet the diverse needs of multilingual learners.

Timestamps:

(00:00) Welcome to Literacy Across Languages!

(03:37) Meet Dr. Susan B. Neuman

(05:01) The Importance of Building Knowledge in Early Literacy

(07:48) Developing Knowledge Networks

(12:46) Vocabulary Development

(15:46) Moving From Concrete to Abstract

(18:20) Activating vs. Building Background Knowledge

(21:06) Building Knowledge Networks Through Multiple Genres

(22:45) The Role of Distributed Review in Learning

(24:35) Supporting Knowledge Networks with Structured Talk

(29:35) Implementing the Science of Reading in Schools

(39:17) Celebrating Multilingual Learners in the Classroom

(40:31) Takeaways

Episode Resources:

1. Learn more about how background knowledge shapes reading comprehension in Dr. Neuman's 2019 IDA article, ⁠Comprehension in Disguise: The Role of Knowledge in Children's Learning.⁠

2. Dive deeper into early literacy research with the ⁠Handbook on the Science of Early Literacy⁠.

3. Explore literacy development beyond the primary grades in the ⁠Handbook on the Science of Literacy in Grades 3-8⁠.

Stay Connected:

• Visit us at ⁠⁠literacyacrosslanguages.com⁠⁠.

• Email us with questions or episode suggestions at ⁠[email protected]⁠.

• Follow ⁠⁠Mary⁠⁠ and ⁠⁠Katherine⁠⁠ on LinkedIn.

• Like, subscribe, and share this episode with fellow educators, or share a review to help others find us!

Keywords: knowledge networks, content-rich instruction, oral language development, vocabulary instruction, Tier 2 words, Tier 3 words, background knowledge, explicit instruction, informational text, multiple genres, distributed review, comprehension, structured talk, choral responses, turn-and-talk, knowledge building, science of reading, equity, multilingual learners

MaryKate DeSantis is the founder of Left Side Strong LLC and a passionate advocate for evidence-based literacy instruction. With experience as a special educator, reading specialist, and literacy coach in urban schools, she brings a teacher-centered approach to her work. MaryKate has served as faculty at the MGH Institute of Health Professions in the Speech-Language Literacy Lab and currently collaborates with Harvard University on improving literacy outcomes at scale. She has also worked as a clinician at Boston Children's Hospital and is an adjunct professor at Boston College's Graduate School of Education.

In this episode, MaryKate explains the deep connection between language and literacy, uplifting the power of intentional oral language development as a critical factor that undergirds reading development. She shares a wealth of resources to support educators in their practice. MaryKate also explains the complex work of capturing language comprehension and directs educators to “remove the print” so they can truly see what multilingual learners know and can do.

Key Takeaways:

• Remove the print to assess language comprehension. Read aloud to students and have them retell or answer questions to see what they truly understand.

• Language instruction doesn't compete with literacy. It IS literacy. Oral language is the foundation for reading, and intentional oral language development must be embedded in everything we do.

• Assess multilingual learners in their native language when possible. Translational tools and multilingual screeners help us distinguish between normal second language development and true language delays.

• Leverage evidence-based oral language curricula systematically to provide structured, explicit instruction in vocabulary, narrative skills, and comprehension strategies.

Timestamps:

(00:00) Welcome to Literacy Across Languages!

(01:33) Meet MaryKate DeSantis

(05:25) Two Sides of Scarborough's Rope

(08:37) Centering Oral Language Development

(11:24) Resources for Oral Language Development

(16:49) Language Difficulties vs. Reading Difficulties

(21:40) Tools for Assessing Oral Language

(27:59) MTSS for Multilingual Readers

(32:50) Takeaways

Episode Resources:

1. Visit ⁠Left Side Strong⁠ to learn how MaryKate partners with schools and districts to build strong readers through the power of language.

2. Check out the following oral language resources:

3. ⁠Abound Parenting App⁠
   ⁠Let's Know! Curriculum⁠
   ⁠TEL Ted Program⁠
   ⁠TEL Ted's Language Screen⁠
   ⁠Project Ready⁠
   ⁠Story Champs⁠
   ⁠DIBELS⁠

Keywords: oral language development, multilingual learners, language comprehension, science of reading, English language learners, reading comprehension, bilingual education, ELL strategies, vocabulary instruction, phonics instruction, literacy assessment, evidence-based reading, emergent bilinguals, dual language learners, reading intervention, language screeners, MTSS, systematic language instruction

Andrea Bitner is a K-12 English language teacher, reading specialist, and passionate advocate for multilingual learners. With 26 years of experience, she supports students and teachers across multiple districts while also providing professional development nationally. Andrea is the author of two books about multilingual learners—Take Me Home and When Niagara Falls—and publishes a weekly newsletter, What's Your P.L.A.N., focused on practical strategies for supporting English learners and their families.

In this episode, Andrea Bitner shares her journey from high school English teacher to reading specialist to English language teacher, driven by a commitment to serve students who needed her most. She challenges common misconceptions about multilingual learners—including the harmful belief that lack of language equals lack of intelligence—and emphasizes that no two English learner stories are the same. Andrea offers practical strategies for integrating literacy instruction with language development, building strong home-school partnerships, and creating collaborative structures where content teachers and EL specialists work together. Throughout the conversation, she reminds us that advocacy starts small, collaboration is essential, and the greatest joy comes from watching students and families grow over time.

Key Takeaways:

• No English learner story is the same. Always ask about first language literacy and educational background before making instructional decisions.
• Survey teachers on their confidence supporting English learners, then provide targeted professional development based on their needs.
• Advocacy starts small. Pick one area to focus on rather than trying to solve everything at once.
• Professional growth requires getting "off your block." Connect with educators beyond your building through social media, newsletters, and professional networks.

Timestamps:

(00:00) Welcome to Literacy Across Languages!

(03:36) Meet Andrea Bitner

(06:37) Appreciating the Diversity of Multilingual Learners

(10:29) Myths and Misconceptions around Multilingual Literacy

(13:41) Tips for Collaboration

(17:59) Integrating Language and Literacy Instruction

(20:13) Supporting Diverse Learners with Orton Gillingham

(24:40) Engaging Families in Literacy

(29:29) Advocacy as an Educator of Multilingual Students

(32:19) Growing Our Craft Through Continual Learning

(34:43) Remembering Our Why in Working with Multilingual Learners

(37:05) The Joy of Growth Over Time

(38:55) Takeaways

Episode Resources:

1. Subscribe to Andrea's weekly newsletter: What's Your P.L.A.N.?
2. Read Andrea's books: Take Me Home and When Niagara Falls
3. Sign up for a free account with Talking Points to support home-school communication across languages.

Stay Connected:

• Visit us at ⁠literacyacrosslanguages.com⁠.
• Email us with questions or episode suggestions at [email protected].
• Follow ⁠Mary⁠ and ⁠Katherine⁠ on LinkedIn.
• Like, subscribe, and share this episode with fellow educators, or share a review to help others find us!

Keywords: English learner advocacy, family partnerships, home-school connection, reading specialist, literacy and language integration, collaboration, accommodations, Orton-Gillingham, decoding instruction, comprehension strategies, teacher confidence, professional development, first language literacy, multilingual learner diversity, asset-based approach

Dr. Andrea Honigsfeld is a professor and author of over 30 books on multilingual education, including the Growing Language and Literacy series. Born and raised in Hungary, she grew up multilingually and has been an educator for over 25 years. Andrea is passionate about collaborative teaching models, asset-based approaches to multilingual education, and creating equitable learning environments where all students' linguistic and cultural resources are honored and utilized.

In this episode, Dr. Andrea Honigsfeld reminds us that literacy development for multilingual learners requires more than foundational skills, incorporating meaning-making, cultural connections, and recognition of students' full linguistic repertoires. She unpacks the difference between language acquisition and language learning, emphasizing that both natural and explicit instruction are necessary. Dr. Honigsfeld shares practical strategies for integrating content, language, and literacy through collaborative planning and the three dimensions of academic language: vocabulary, sentence, and discourse. She challenges us to shift from deficit perspectives to asset-based approaches and offers powerful models for teacher collaboration, including intervisitations and strategic use of translanguaging versus translation.

Key Takeaways:

• Make meaning central to literacy instruction. Comprehension, context, and multiple ways of making meaning must be built alongside foundational skills.
• Teach academic language beyond vocabulary. Supporting multilingual learners means developing language at the word, sentence, and discourse levels.
• Start with strengths, not deficits. An assets-based, can-do mindset raises expectations and helps teachers build from what multilingual learners already know and can do.
• Collaborate intentionally, even when co-teaching isn't an option. Shared planning, assessment, and reflection strengthen instruction when educators align their work around students.

Timestamps:

(00:00) Welcome to Literacy Across Languages!

(01:52) Meet Dr. Andrea Honigsfeld

(07:16) Literacy Research and Multilingual Learners

(11:44) Language Acquisition vs. Language Learning

(16:35) Integrating Content, Language, and Literacy

(20:13) The Collaborative Instructional Cycle

(25:51) Mindset Shifts for Educators

(28:07) Professional Learning for Teachers

(33:01) Translating vs. Translanguaging

(41:07) Takeaways

Episode Resources:

1. ⁠Growing Language and Literacy, Grades K-8⁠
2. ⁠Growing Language and Literacy, Grades 6-12⁠

Stay Connected:

• ⁠Visit us at ⁠⁠⁠⁠⁠literacyacrosslanguages.com⁠⁠⁠⁠.
• Email us with questions or episode suggestions at [email protected].
• Follow ⁠⁠⁠⁠Mary⁠⁠⁠⁠ and ⁠⁠⁠⁠Katherine⁠⁠⁠⁠ on LinkedIn.
• Like, subscribe, and share this episode with fellow educators, or share a review to help others find us!

Keywords: meaning-making, language acquisition, language learning, language development, three dimensions of academic language, vocabulary instruction, sentence frames, discourse analysis, collaborative planning, co-teaching, asset-based approach, translanguaging, translation, multimodality, multiliteracies, intervisitations, professional learning