Bringing Bilingualism to the Center of Guided Reading Instruction.
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| Title: | Bringing Bilingualism to the Center of Guided Reading Instruction. |
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| Authors: | Ascenzi‐Moreno, Laura, Quiñones, Rebecca |
| Source: | Reading Teacher. Sep2020, Vol. 74 Issue 2, p137-146. 10p. 2 Color Photographs, 3 Charts. |
| Subjects: | Educators, Teachers, Monolingualism, Language & languages, Classrooms |
| Abstract: | Educators consider guided reading one of the most powerful instructional tools in a reading teacher's arsenal. Yet, when it comes to emergent bilinguals in both monolingual English and bilingual settings, guided reading is implemented monolingually, or in one language at a time. As the field of reading instruction has moved toward a more asset‐based take on students' bilingualism, integrating a bilingual approach to guided reading is necessary. The authors offer educators a lens to understand how emergent bilinguals' resources and bilingualism can be incorporated into guided reading, along with concrete examples that can assist teachers in enacting these practices in their classrooms. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Educators consider guided reading one of the most powerful instructional tools in a reading teacher's arsenal. Yet, when it comes to emergent bilinguals in both monolingual English and bilingual settings, guided reading is implemented monolingually, or in one language at a time. As the field of reading instruction has moved toward a more asset‐based take on students' bilingualism, integrating a bilingual approach to guided reading is necessary. The authors offer educators a lens to understand how emergent bilinguals' resources and bilingualism can be incorporated into guided reading, along with concrete examples that can assist teachers in enacting these practices in their classrooms. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00340561 |
| DOI: | 10.1002/trtr.1922 |
