Toward a Multilingual Perspective on Reading: Aligning Emergent Bilinguals' Resources with Theories of Reading and Implications for Instruction

Abstract

AbstractThis article puts forth a multilingual perspective on reading to counter the prevailing monolingualism that dominates reading instruction. First, it brings theories together to develop a cohesive understanding of teaching reading with emergent bilinguals at the center. Second, it illuminates ways educators can design reading instruction, which is responsive to and normalizes emergent bilinguals' resources. In taking up a multilingual perspective of reading, educators have a challenge and opportunity to engage in intellectual and practical work to ensure emergent bilinguals' strengths are at the center of reading instruction.