The Reading Teacher
When working with bilingual readers, teaching for equity means building on students’ linguistic strengths. To do so, we must provide intentionally designed holistic literacy instruction that encourages students to use their full literacy and linguistic repertoire. This article describes an asset-oriented approach called Transliteracy to help teachers leverage and develop students’ cross-linguistic knowledge. We provide an Observation Framework for foundational skills and a Prompting Model to support teachers in implementing Transliteracy, even in English-only settings. Transliteracy offers a model by which we teach from what students already know, and celebrate, rather than ignore, bilingualism as a path to more equitable literacy instruction.
Emily Zoeller and Allison Briceño. "An Asset-based Practice for Teaching Bilingual Readers" The Reading Teacher (2022): 92-96. https://doi.org/10.1002/trtr.2096
Available for download on Monday, July 01, 2024
This is the peer reviewed version of the following article: Zoeller, E., & Briceño, A. (2022). An Asset-based Practice for Teaching Bilingual Readers. The Reading Teacher, 76, 92– 96. https://doi.org/10.1002/trtr.2096, which has been published in final form at https://doi.org/10.1002/trtr.2096. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.