Literacy Across Languages

What happens when classroom read-alouds become intentional opportunities for language and literacy development? In this episode, Mary Sandoval and Katherine Nelson welcome literacy researcher and author Dr. Molly Ness to explore the power of interactive read-alouds for building vocabulary, language comprehension, and prior knowledge. Molly shares how purposeful text selection, teacher think-alouds, and meaningful student interaction can deepen comprehension, particularly for multilingual learners. Together, they examine why read-alouds are not simply an enjoyable classroom routine, but an essential literacy practice that expands access to language, knowledge, and belonging.

Dr. Molly Ness is a literacy researcher, author, and former classroom teacher who earned her doctorate in reading education at the University of Virginia and spent 17 years as an associate professor at Fordham University. An author of six books, including Read Alouds for All Learners, Molly is passionate about translating literacy research into meaningful classroom instruction. She serves on the board of the World Literacy Foundation, hosts the End Book Deserts podcast, and continues her work advancing literacy instruction and equitable access to books through Dirigo Literacy.

Key Takeaways:

Read-alouds are essential literacy instruction. They build vocabulary, language comprehension, and prior knowledge while giving multilingual learners access to complex ideas beyond what they can read independently.

Intentional interaction deepens comprehension. Thoughtful text selection, teacher think-alouds, and repeated opportunities for oral language help students develop vocabulary, metacognition, and meaning-making skills.

Read-alouds are a powerful equity practice. They expand students' access to diverse experiences and knowledge while fostering empathy, connection, and a sense of belonging.

Timestamps:

(00:00) Welcome to Literacy Across Languages!

(01:38) Meet Dr. Molly Ness

(05:43) The Importance of Reading Aloud

(09:04) A Well-Planned Read Aloud for Language Development

(11:54) Children’s Books as Lexical Reservoirs

(14:02) Read Alouds Build Knowledge

(17:54) Selecting Texts to Read Aloud

(20:59) Planning Read Alouds Across the Year

(22:22) The Benefits of Rereading Books with Kids

(25:56) Interactive Read Aloud Routines

(28:56) Building Vocabulary through Read Alouds

(32:59) Social, Emotional, & Physiological Benefits of Read Alouds

(38:06) Read Alouds as Social Justice

(41:15) Until Next Time!

Explore Read Alouds for All Learners by Dr. Molly Ness to deepen your approach to intentional, interactive read-alouds.

Discover Dirigo Literacy to learn more about Molly's literacy research and professional learning resources.

Listen to End Book Deserts to explore Molly's advocacy for equitable access to books.

Stay Connected!

Visit us at ⁠literacyacrosslanguages.com⁠, follow us on ⁠Instagram⁠, or connect with ⁠⁠Mary⁠⁠ and ⁠Katherine⁠⁠ on LinkedIn.

Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going.

interactive read-alouds, multilingual learners, language comprehension, reading comprehension, vocabulary development, explicit vocabulary instruction, prior knowledge, background knowledge, literacy equity, science of reading, oral language development, listening comprehension, teacher think-alouds, metacognition, dialogic reading, diverse children's literature, culturally responsive literacy instruction, tier two vocabulary, student engagement, repeated reading, text sets, social-emotional learning, literacy and social justice, book access, End Book Deserts, knowledge building, equitable literacy practices

How can the science of reading support students learning to read while acquiring English? Dr. Linda Cavazos and Dr. Claude Goldenberg join Literacy Across Languages to introduce their Road to Reading Framework, which builds on established reading models while making English language development and linguistic scaffolding explicit. Together, they explore why literacy instruction should begin alongside oral language development, how teachers can align instruction with students' language proficiency and existing literacy skills, and the importance of both explicit instruction and meaningful language use.

Dr. Linda Cavazos is the Founder and Executive Director of ELLAS Consulting (English Learner Leadership Advocacy Support). She specializes in improving outcomes for English Learners and culturally diverse students. A recognized expert in the Science of Reading and biliteracy, she focuses on literacy, MTSS, and special education. She holds a Ph.D. in Multicultural Education.

Dr. Claude Goldenberg has taught at the elementary, secondary, and university levels, including California State University, Long Beach, and Stanford University. His career has focused on literacy development and academic achievement among English Learners. After retiring from Stanford, he has continued sharing literacy research through articles, blogs, podcasts, and webinars.

1. The Reading Rope doesn't fully account for English learners' needs. The Road to Reading Framework makes English language development and linguistic scaffolding explicit.
2. Literacy and language instruction must happen together. English learners should receive foundational reading instruction while simultaneously developing oral English proficiency.
3. Every teacher shares responsibility for language development. Instruction should build on students' linguistic strengths, respond to their proficiency levels, and provide meaningful opportunities for academic discourse.

Timestamps:

(00:00) Welcome to Literacy Across Languages!

(01:39) Meet Dr. Linda Cavazos & Dr. Claude Goldenberg

(07:51) English Language Development & Linguistic Scaffolding

(13:21) Supporting Literacy Across Grade Levels & Language Levels

(20:19) Using Language Proficiency Data to Inform Instruction

(25:01) Progress Monitoring Oral Language Development

(29:25) Integrating Oral Language Development Across Instructional Settings

(38:37) Explicit Literacy Instruction & Implicit Language Acquisition

(46:33) Moving the Road to Reading Framework into Practice

(48:15) Building on Multilingual Learners’ Strengths

(53:41) Until Next Time!

1. Read Dr. Linda Cavazos and Dr. Claude Goldenberg's article, The Road to Reading for English Learners.
2. Explore more literacy research and commentary on Dr. Claude Goldenberg's Substack.
3. Visit Dr. Linda Cavazos's ELLAS Consulting website to explore her work and access the free English Learner Oral Narrative Scale (ELONS).
4. Preorder Dr. Linda Cavazos and Dr. Alba Ortiz's forthcoming book, The Road to Reading for English Learners: Multilingual Learners and the Science of Reading.

Stay Connected!

Visit us at ⁠literacyacrosslanguages.com⁠, follow us on ⁠Instagram⁠, or connect with ⁠⁠Mary⁠⁠ and ⁠Katherine⁠⁠ on LinkedIn.

Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going.

Science of Reading, Road to Reading Framework, English Learners, Multilingual Learners, English Language Development, Oral Language Development, Literacy Instruction, Language Acquisition, Reading Rope, Scarborough's Reading Rope, Linguistic Scaffolding, Language Comprehension, Word Recognition, Phonemic Awareness, Decoding, Reading Fluency, Orthographic Mapping, Vocabulary Development, Academic Discourse, Metalinguistic Awareness, Contrastive Analysis, Biliteracy, Bilingual Education, Language Proficiency Assessment, English Learner Assessment, MTSS, Culturally Responsive Teaching, Equitable Literacy Instruction

What happens when multilingual learners need foundational reading instruction, but existing standards don't clearly establish who is responsible for providing it? In this episode, four Georgia educators explore gaps between WIDA’s English language development standards and the science of reading, particularly for students entering U.S. schools beyond the early elementary grades. Drawing on their collaborative work in Floyd County Schools, they discuss how ESOL and literacy educators can share responsibility for foundational reading instruction, use assessment data to distinguish language differences from reading difficulties, and strengthen literacy outcomes across grade levels. Their conversation challenges educators and policymakers to reconsider how language development, reading instruction, and educational equity intersect.

This episode features four educators working to strengthen literacy instruction for multilingual learners. Dr. Jennifer Pendergrass-Benne serves as coordinator of ESOL, Title III, and literacy legislation for Floyd County Schools in Georgia. John Parker is the district's assistant superintendent and chief academic officer. Dr. Tabatha Tierce is an experienced literacy educator and literacy coach in neighboring Polk County. Dr. David Chiesa is a clinical associate professor at the University of Georgia specializing in TESOL, language assessment, and teacher education.

Key Takeaways:

1. Foundational literacy instruction must extend beyond the early grades. Multilingual learners entering U.S. schools later may need explicit instruction in reading skills that are no longer addressed in grade-level standards.
2. Literacy and language development require shared responsibility. Collaboration between ESOL teachers, classroom educators, and literacy specialists helps ensure that foundational reading skills are explicitly taught alongside language development.
3. Aligning standards with reading research is an equity issue. Educators must recognize gaps between existing language development frameworks and evidence-based literacy instruction to ensure multilingual learners have meaningful opportunities to become skilled readers.

Episode Resources:

1. Read Bridging WIDA and the Science of Reading in ESOL Programs by Dr. Jennifer Pendergrass-Bennefield, Dr. Tabatha Tierce, and Dr. David Chiesa to explore the disconnect between literacy and language development standards.
2. Listen to the ML Chat Podcast featuring Floyd County educators to hear these same guests discuss the gaps between language development and foundational literacy instruction.
3. Explore WIDA's English Language Development Standards Framework to better understand the guidelines shaping instruction for multilingual learners.

Stay Connected!

Visit us at ⁠literacyacrosslanguages.com⁠, follow us on ⁠Instagram⁠, or connect with ⁠⁠Mary⁠⁠ and ⁠Katherine⁠⁠ on LinkedIn.

Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going.

Keywords: multilingual learners, English language development, foundational literacy skills, science of reading, structured literacy, ESOL instruction, literacy equity, WIDA standards, English language development standards, phonological awareness, phonics instruction, sound-symbol correspondence, literacy assessment, dyslexia screening, language differences, reading difficulties, cross-linguistic transfer, secondary literacy instruction, explicit reading instruction, literacy intervention, teacher collaboration, shared instructional responsibility, professional learning communities, literacy legislation, systemic functional linguistics, evidence-based reading instruction, educational equity, literacy leadership, multilingual education, reading development

What does it take to move students beyond accurate decoding toward fluent, meaningful reading? In this episode, we welcome Kelly Maxwell and Deiysi Paredes-Monjaras, co-creators of Elevating Fluency, to explore why foundational literacy skills and language comprehension must develop together. Drawing on their experiences as a struggling reader and a multilingual learner, Kelly and Deiysi discuss the importance of connecting phonics to vocabulary, using visuals without promoting guessing, and recognizing how home language knowledge shapes reading development. They also examine the difference between decoding difficulties and cross-linguistic transfer, the unique demands of Spanish literacy instruction, and how intentional instructional shifts can help multilingual learners become confident, capable readers.

Kelly Maxwell and Deiysi Paredes-Monjaras are reading interventionists and co-creators of Elevating Fluency, a K–5 structured literacy supplemental program designed to connect word recognition with language comprehension. Kelly currently serves as a literacy coach and reading interventionist at a dual language elementary school. Deiysi taught first-grade Spanish in a dual language classroom for 13 years and now serves as a Spanish literacy interventionist, biliteracy coach, and dual language specialist. Together, they bring decades of practical expertise to helping students become confident, skilled readers.

Key Takeaways:

1. Fluency goes beyond decoding. Connecting phonics, vocabulary, oral language, and meaning helps students become confident, skilled readers.
2. Home languages are literacy assets. Recognizing cross-linguistic connections helps teachers build on students' strengths and distinguish language differences from reading difficulties.
3. Intentional instruction connects reading and language. Strategic visuals, explicit modeling, and meaningful oral language practice strengthen foundational skills and comprehension.

Timestamps:

(00:00) Welcome to Literacy Across Languages!

(01:31) Meet Kelly Maxwell and Deiysi Paredes-Monjaras

(07:41) Connecting Sounds, Print, and Language

(09:34) Building Meaning into Phonics Instruction

(11:51) Using Visuals Without Promoting Guessing

(13:10) Looking Beyond Reading Scores

(15:40) Language Differences or Decoding Difficulties?

(20:19) Leveraging Home Language Connections

(24:18) Designing Fluency Instruction for Spanish

(29:40) Small Shifts That Strengthen Language and Literacy

(31:39) Learning from Our Students

(34:06) Until Next Time!

Episode Resources:

1. Explore Elevating Fluency to connect foundational literacy skills with language comprehension.
2. Discover Elevating Fluency Español for Spanish literacy and fluency instruction.

Stay Connected:

Visit us at ⁠literacyacrosslanguages.com⁠, follow us on ⁠Instagram⁠, or connect with ⁠⁠Mary⁠⁠ and ⁠Katherine⁠⁠ on LinkedIn.

Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going.

Keywords: reading fluency, multilingual learners, structured literacy, science of reading, science of language acquisition, language comprehension, word recognition, decoding, phonemic awareness, phonics instruction, oral language development, vocabulary development, cross-linguistic transfer, home language assets, biliteracy, Spanish literacy, dual language education, cognates, articulatory gestures, visual scaffolds, foundational literacy skills, reading intervention, language acquisition, decoding difficulties, explicit instruction, reading comprehension, Elevating Fluency, Elevating Fluency Español, asset-based instruction, multilingual literacy

How can educators distinguish expected language differences from signs of a language disorder? In this episode, Dr. Ellen Kester explores how contrastive analysis helps teachers understand the influence of students' home languages on English literacy development. She discusses predictable cross-linguistic patterns, the importance of explicit instruction grounded in students' existing linguistic knowledge, and the role of dynamic assessment in preventing inappropriate special education referrals. Throughout the conversation, Dr. Kester challenges deficit-based interpretations of multilingual learners' language use and emphasizes how an assets-based approach can strengthen literacy instruction, assessment, and educational equity.

Dr. Kester founded Bilinguistics to meet the speech and language needs of children from diverse backgrounds. She provides workshops around the United States and beyond on bilingualism, assessment of bilingual students, and effective intervention practices with diverse populations. Dr. Kester has served as adjunct faculty at The University of Texas at Austin teaching courses in language development, assessment and intervention of language disorders, early childhood intervention, preschoolers with special needs, and measurement. Her research and clinical work address the important issue of differentiating bilingual children with typical development from those with language impairment, and identifying appropriate goals for intervention with bilinguals.

1. Home languages are an asset for learning English. Teachers can build on what multilingual learners already know to support literacy development.

2. Language differences are not always errors. Understanding how languages work helps teachers recognize expected patterns and make better instructional decisions.

3. Assessment should focus on how students learn, not just what they know. Dynamic assessment helps educators distinguish language differences from potential disorders and identify when additional support is needed.

   
   

1. Access the Bilinguistics World Language Library to explore cross-linguistic patterns and language comparisons.

2. Discover Difference or Disorder through Bilinguistics to support more informed language assessment and literacy instruction.

3. Explore Sharynne McLeod's Multilingual Children's Speech resources to learn about speech sound development across languages.

   
   

Visit us at ⁠literacyacrosslanguages.com⁠, follow us on ⁠Instagram⁠, or connect with ⁠⁠Mary⁠⁠ and ⁠Katherine⁠⁠ on LinkedIn.

Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going.

multilingual learners, bilingual education, contrastive analysis, cross-linguistic transfer, language difference versus disorder, English language development, literacy instruction, home language, linguistic diversity, speech-language pathology, phonological development, phonemic awareness, phonotactic constraints, language acquisition, morphology, grammatical development, language assessment, dynamic assessment, special education referrals, educational equity, assets-based instruction, culturally responsive teaching, explicit instruction, multilingual literacy, linguistic repertoire, language development, instructional decision-making, Bilinguistics, Dr. Ellen Kester, Difference or Disorder

We're revisiting our very first interview on Literacy Across Languages! In this episode, Dr. Jana Echevarría joins us to discuss effective instructional strategies for multilingual students who are learning to read. The conversation highlights the interdependence of language and literacy, the need for collaboration among educators, and the importance of building language, literacy, and knowledge in tandem.

Dr. Jana Echevarría is Professor Emerita at California State University, Long Beach, where she was selected as Outstanding Professor. She is co-creator of the SIOP (Sheltered Instruction Observation Protocol) Model and a leading researcher in effective instruction for multilingual learners. Dr. Echevarría was inducted into the California Reading Hall of Fame in 2016 and has served as an expert on English learners for the U.S. Department of Justice Civil Rights Division. She is also an author on a research-aligned reading program, Emerge!, published by McGraw-Hill.

Key Takeaways:

• Language is the engine of literacy. They develop together, not in isolation.
• All teachers are both language and literacy teachers. Collaboration is essential to meet students' needs.
• Effective literacy instruction for multilingual learners requires both code-based skills (decoding) and meaning-based skills (language comprehension) delivered with intentional scaffolds.
• Comprehensible input through visuals, gestures, and structured interaction accelerates both language development and meaning-making.

Timestamps:

(0:00) Welcome to Literacy Across Languages!

(01:45) Meet Dr. Jana Echevarria

(09:04) Bridging the Science of Reading and the Science of Language Acquisition

(12:28) The Relationship Between Language and Literacy

(22:34) Comprehensible Input

(25:18) Leveraging the Home Language

(28:42) Code-Based vs. Meaning-Based Instruction

(38:20) Finding Common Ground

(44:05) Until Next Time!

Episode Resources:

1. Visit Dr. Echevarría's website for SIOP resources.
2. Download the SIOP Model Lesson Planning Framework Checklist.
3. Join the Reading League's monthly EL/EB Meeting Zoom calls.

Stay Connected!

Visit us at ⁠literacyacrosslanguages.com⁠, follow us on ⁠Instagram⁠, or connect with ⁠⁠Mary⁠⁠ and ⁠Katherine⁠⁠ on LinkedIn.

Enjoying the podcast?

Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going.

Keywords: multilingual education, SIOP model, language literacy, comprehensible input, cross-linguistic resources, effective teaching strategies, science of reading, teacher collaboration, literacy instruction, bilingual education

Dr. Sarah Cioffi joins Mary and Katherine to explore what it takes to make multilingual literacy a shared responsibility across an entire school rather than the work of the ENL teacher alone. The conversation examines teacher preparation, collaboration, MTSS, culturally and linguistically responsive Tier 1 instruction, and the importance of distinguishing language acquisition from reading difficulties. It also highlights oracy as a foundation for literacy and calls on educators to design rigorous instruction that anticipates multilingual learners from the beginning while recognizing multilingualism as an asset.

Dr. Sarah Cioffi is a veteran educator, researcher, and multilingual literacy consultant with 36 years in education, including 16 years in leadership positions at Scotia Glenville, Bethlehem, and Shenendehowa School Districts in upstate New York. She retired as the K–12 administrator for ENL at Shenendehowa and currently teaches in the MAT programs at Bard College and Siena University. She serves on the New York State ELL Leadership Council and the New York State Seal of Biliteracy Task Force, founded and formerly directed the Capital Region ENL Roundtable, and consults with districts and educational organizations across New York State. Her research focuses on the roles, responsibilities, and needs of content area teachers of multilingual learners.

Key Takeaways

1. Supporting multilingual learners is a schoolwide responsibility. ENL teachers bring specialized expertise, but every educator needs the knowledge to support language and literacy development.
2. MTSS decisions for multilingual learners should account for language development. Educators need multiple sources of data to distinguish language acquisition from other learning needs.
3. ELD is not an intervention. Language development begins in Tier 1 and continues alongside instruction and intervention throughout Tiers 2 and 3.

Timestamps

(00:00) Welcome to Literacy Across Languages!

(01:28) Meet Dr. Sarah Cioffi

(09:09) The Districts That are Getting it Right for Multilingual Literacy

(11:43) The Unique Role and Expertise of the ELD Specialist

(14:51) MTSS for Multilingual Students

(18:27) Determining Whether Multilingual Students Require Intervention

(22:09) Designing Instruction for Multilingual Success

(27:30) Is ELD Support Just Good Teaching?

(33:04) Features of Schools That Center Multilingual Learning

(40:46) Expanding Our Knowledge Base as Educators

(42:18) The Courage of Multilingual Students

(45:24) Until Next Time!

Episode Resources

1. Visit SBC Instructional Consulting to learn more about Dr. Sarah Cioffi’s work supporting multilingual learners and educators.

Stay Connected

Visit us at ⁠literacyacrosslanguages.com⁠, follow us on ⁠Instagram⁠, or connect with ⁠⁠Mary⁠⁠ and ⁠Katherine⁠⁠ on LinkedIn.

Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going.

Keywords

multilingual learners, multilingual literacy, English language learners, ENL instruction, literacy instruction, language development, second language acquisition, MTSS, Tier 1 instruction, reading intervention, special education, reading difficulties, teacher preparation, professional learning, instructional collaboration, co-planning, school-wide capacity, asset-based instruction, multilingualism, Universal Design for Learning, equitable literacy, science of reading, instructional scaffolds, oracy, academic language, content objectives, language objectives, culturally responsive instruction, student identity, literacy access, educator leadership

Dr. Marisa Ramirez Stukey joins Mary and Katherine to explore reading comprehension as an outcome of multiple systems working together rather than a single skill. Their conversation examines how educators can look beneath apparent comprehension difficulties, use students’ home languages and knowledge as resources, and support meaning making across the word, sentence, and discourse levels while keeping language, identity, and cultural context at the center.

Dr. Marisa Ramirez Stukey is the Chief Academic Officer for The Reading League and Content Editor for The Reading League Press, where she leads academic strategy and professional learning initiatives and oversees the development of content aligned with the science of reading. She brings more than 20 years of experience as a classroom teacher, instructional coach, higher education instructor, and national consultant, with work centered on literacy, professional learning, and systems change. She is the coauthor of Professional Learning Redesigned: An Evidence-Based Guide and holds a PhD in curriculum and instruction and a master’s degree in reading education from the University of Florida.

Key Takeaways:

1. Comprehension is an outcome, not a single skill. It depends on word reading, language, knowledge, strategy use, and motivation working together.
2. English proficiency does not define what multilingual learners know or understand. Look beyond what students can demonstrate in English to uncover their full knowledge and abilities.
3. Look beneath a comprehension struggle to identify what needs support. Accurate decoding does not guarantee understanding, so consider language, knowledge, and cultural context before determining next steps.

(00:00) Welcome to Literacy Across Languages!

(01:31) Meet Dr. Marisa Ramirez Stukey

(06:36) Bridges Between Structured Literacy and Multilingual Education

(09:53) Comprehension as an Outcome of Instruction

(13:56) Digging Deeper into Comprehension Difficulties

(18:24) Reading Comprehension at the Word Level

(24:08) Reading Comprehension at the Sentence Level

(28:44) Reading Comprehension at the Text Level

(31:07) Reading Comprehension Supported by Writing

(33:30) The Language We’re Loved In

(35:19) Until Next Time!

1. Read Julie A. Van Dyke’s article on language science and syntax in The Reading League Journal.
2. Dig into sentence-level instruction with Syntax: Knowledge to Practice by Margie Gillis and Nancy Chapel Eberhardt.
3. Listen to our conversation with Dr. Antonio Fierro to learn more about amplifying language for multilingual learners.
   

Visit us at ⁠literacyacrosslanguages.com⁠, follow us on ⁠Instagram⁠, or connect with ⁠⁠Mary⁠⁠ and ⁠Katherine⁠⁠ on LinkedIn.

Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going.

reading comprehension, multilingual learners, multilingual literacy, science of reading, science of language acquisition, language comprehension, word reading, decoding, background knowledge, linguistic knowledge, home language, cross-linguistic transfer, cross-linguistic awareness, vocabulary development, academic language, cognates, morphology, syntax, sentence comprehension, discourse, text comprehension, cultural context, meaning making, comprehension assessment, oral language, reading and writing, oral rehearsal, student identity, evidence-based literacy instruction, language development

Dr. Ingrid Heidrick joins Mary and Katherine to explore how educators can use district-adopted literacy curricula while making intentional adjustments for multilingual learners. The conversation examines language demands, background knowledge and comprehension, foundational literacy, oral language development, instructional routines, and the gradual release of scaffolds. Throughout the episode, Ingrid emphasizes teacher knowledge and agency in integrating language development across content areas and the school day.

Dr. Heidrick is the founder of Advocating for Emergent Bilinguals Through Language and Literacy, or AEBLL, a New York City-based educational consultancy. A linguist specializing in bilingualism, adolescent literacy, and reading disabilities, she partners with schools and districts to advance outcomes for emergent bilinguals, students with disabilities, and all learners through evidence-based language and literacy instruction that sustains students’ cultural and linguistic identities. She is also the curriculum designer of Linguistics for Teachers, an online professional learning course, and a certified Orton-Gillingham practitioner whose work focuses particularly on adolescent multilingual learners developing foundational language and literacy skills while accessing rigorous academic content.

Linguistics for Teachers of Emergent Bilinguals Course with coupon code LAL20!

Episode Takeaways:

• District-adopted literacy curricula may include supports for multilingual learners without fully addressing English language development. 
• Curriculum should serve as a resource rather than replace teacher expertise. Make intentional adjustments based on the linguistic and academic needs of the students.
• Planning for multilingual learners starts with the text. Identify the background knowledge, concepts, and vocabulary students need before expecting them to analyze the text.

Timestamps:

(00:00) Welcome to Literacy Across Languages!

(01:31) Meet Dr. Ingrid Heidrick

(07:03) Implementing Mandated Literacy Curricula with Multilingual Learners

(15:00) Identifying Language Demands within Literacy Lessons

(20:20) Fidelity and Responsiveness within Disciplinary Literacy Lessons

(23:29) Fidelity and Responsiveness within Foundational Literacy Lessons

(30:35) Teaching Literacy Skills vs. Teaching Knowledge

(34:26) Oral Language as the Base for Literacy Development

(39:14) Effective Routines for Language and Literacy Development

(45:56) Working as a School Community to Support Multilingual Literacy

(53:35) The Brilliance and Resilience of Multilingual Students

(56:37) Until Next Time!

1. Explore Dr. Ingrid Heidrick’s resources for putting evidence-based language and literacy instruction into practice at AEBLL.com.
2. Read Dr. Ingrid Heidrick’s recent journal articles on evidence-based language and literacy practices for adolescent newcomers and using literacy assessment data to better support Spanish-speaking newcomers with developing literacy.
3. Revisit our conversation with Dr. Ana Taboada to explore the Active View of Reading for multilingual learners.

Stay Connected!

Visit us at ⁠literacyacrosslanguages.com⁠, follow us on ⁠Instagram⁠, or connect with ⁠⁠Mary⁠⁠ and ⁠Katherine⁠⁠ on LinkedIn.

Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going.

Keywords: multilingual learners, emergent bilinguals, literacy instruction, language development, science of reading, language acquisition, curriculum fidelity, curriculum adaptation, teacher agency, instructional decision making, instructional design, reading comprehension, background knowledge, vocabulary instruction, academic vocabulary, oral language, foundational literacy, phonics, morphology, decoding, adolescent literacy, text complexity, scaffolding, instructional routines, WIDA, Can Do Descriptors, standalone ENL, integrated instruction, written expression, multilingual literacy

Dr. Antonio Fierro explores why language must be understood as the foundation of literacy for English Learners, connecting phonological awareness, word recognition, sentences, and discourse. He discusses how teachers can create language-rich classrooms, listen closely to students’ oral language, build on cross-linguistic knowledge, and pair structured literacy with multilingual education so that rigorous instruction remains accessible without treating language differences as deficits.

Antonio A. Fierro is the author of El muro de sonidos y deletreo, a Spanish sound–spelling phonetics curriculum for young children, and co-author of Kid Lips, both published by the 95 Percent Group, where he currently serves as Literacy Expert in Residence. He is also a Visiting Fellow at the Science of Reading Center at SUNY, New Paltz. Dr. Fierro spent nearly two decades as part of the national LETRS cohort of literacy consultants led by Dr. Louisa Moats. He has spearheaded initiatives to advance evidence-based instruction for English learners, shaping education policy at both state and national levels. Drawing on this experience, he is also dedicated to working with higher education institutions to strengthen educator preparation programs, emphasizing the psychology of reading and equipping future teachers to meet the needs of all learners.

Key Takeaways

1. Language is the common thread connecting every level of literacy. Sounds become words, words become sentences, and sentences grow into conversations, explanations, and stories.

2. Every classroom functions as a language laboratory. Students need opportunities to experiment with language, make hypotheses, and overgeneralize.

3. Oral language provides a foundation for literacy development. Reading and writing can strengthen language while growing language knowledge also supports reading and writing.

Timestamps

(00:00) Welcome to Literacy Across Languages!

(01:43) Meet Dr. Antonio A. Fierro

(11:31) The Thread of Oral Language Across Literacy Development

(18:58) Aligning Language and Literacy Instruction

(22:36) Observing Student Language to Guide Instruction

(28:49) Expanding Teacher Knowledge of Language Development

(35:07) Bringing Together Structured Literacy and Second Language Acquisition

(39:06) Maintaining Rigor for English Language Learners

(44:30) Multilingualism as an Asset, Not a Deficit

(46:08) Until Next Time!

Episode Resources

• Deepen your knowledge of language and literacy instruction with LETRS.
• Check out Dr. Fierro’s book, El muro de sonidos y deletreo, to learn more about Spanish sound-spelling instruction.
• Learn more about language development standards for multilingual learners through WIDA.

Stay Connected!

Visit us at literacyacrosslanguages.com, follow us on Instagram, or connect with ⁠Mary⁠ and Katherine⁠ on LinkedIn.

Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going.

Keywords

multilingual learners, English learners, structured literacy, language development, literacy instruction, oral language, science of reading, science of language acquisition, phonological awareness, phonemic awareness, phonics, phonology, orthography, morphology, semantics, syntax, pragmatics, oral discourse, written discourse, cross-linguistic transfer, translanguaging, linguistic assets, language-rich classrooms, teacher language knowledge, explicit instruction, academic language, language scaffolds, educator preparation, biliteracy, multilingual education