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Volume 59, Issue 1
  • ISSN: 0034-527X
  • E-ISSN: 1943-2348

Abstract

Although research illustrates the benefits of biliteracy, most bilingual students will not have access to a bilingual education program in which they receive official instruction in all their languages. However, the English language arts can become a space where any teacher can support students’ biliteracy through purposeful curricular, instructional, and family engagement choices. This case study of two early childhood educators illustrates specific actions teachers took in their language arts instruction to support home language literacy development, along with English, even with languages they did not speak. Specifically, results illustrate that three key general ideas allowed them to support students’ biliteracy: gathering information about the students and their languages, incorporating the home languages into their classroom, and most notably, developing strong family partnerships for caregivers to play an active role in home language literacy instruction. In this article, we share their specific actions that other ELA educators can take and the response from two students from low-incidence languages: an Arabic-heritage speaker and a newcomer Russian speaker from Ukraine. This study illustrates humanizing, rather than standardizing, language arts instruction that disrupts monolingual norms in order to provide bilingual students (from emergent bilinguals to heritage speakers) a more equitable education.

© 2024 by the National Council of Teachers of English
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2024-08-01
2025-01-25
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Supporting Biliteracy in the English Language Arts through Family Partnerships: Cases of Early Childhood Teachers and Their Arabic- and Russian-Speaking Students
Research in the Teaching of English 59, 19 (2024); https://doi.org/10.58680/rte202459119
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