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Bringing Bilingualism to the Center of Guided Reading Instruction
Author(s) -
AscenziMoreno Laura,
Quiñones Rebecca
Publication year - 2020
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1922
Subject(s) - neuroscience of multilingualism , reading (process) , psychology , bilingual education , linguistics , mathematics education , learning to read , literacy , pedagogy , neuroscience , philosophy
Educators consider guided reading one of the most powerful instructional tools in a reading teacher’s arsenal. Yet, when it comes to emergent bilinguals in both monolingual English and bilingual settings, guided reading is implemented monolingually, or in one language at a time. As the field of reading instruction has moved toward a more asset‐based take on students’ bilingualism, integrating a bilingual approach to guided reading is necessary. The authors offer educators a lens to understand how emergent bilinguals’ resources and bilingualism can be incorporated into guided reading, along with concrete examples that can assist teachers in enacting these practices in their classrooms.

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