Exploring the critical in biliteracy instruction

Abstract

In this article the researchers explain a concept that they have termed critical biliteracy instruction. Utilizing a sociocultural approach to literacy and language learning, they examine discourse theory and the four resources model (Freebody & Luke, 1990) to support the approaches they describe. Then they explore research‐based dialogic practices that second and foreign language teachers may engage in to help emergent bilinguals develop reading comprehension in English. The authors also highlight research‐based high‐impact practices and strategies that language teachers can use to promote critical biliteracy in the classroom.