Centering Language and Student Voice in Multilingual Literacy Instruction

Abstract

AbstractThe authors describe a 3‐year project to design and test a multilingual literacy curriculum that centers language and student voice in the service of literacy development for multilingual learners. In the first 2 years, researchers, teachers, and students worked together to develop the curriculum using design‐based, case study methods. In the third year, teachers participated in a quasi‐experimental implementation of the curriculum that showed positive effects on students’ language, reading, and writing outcomes. This longitudinal work reflects four broad principles for multilingual literacy instruction: (1) focus on language and metalinguistic awareness; (2) enact dialogic approaches to engage students; (3) use multimodal texts and scaffolds to support comprehension and expression; and (4) take a multilingual perspective. The authors provide an overview of the curriculum design process and the quasi‐experimental field trial. Then, each principle is theoretically and empirically unpacked, and instructionally described using qualitative data collected over the full 3 years.