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Bringing Bilingualism to the Center of Guided Reading Instruction.

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Title: Bringing Bilingualism to the Center of Guided Reading Instruction.
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]
Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Bringing Bilingualism to the Center of Guided Reading Instruction.
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  Data: <searchLink fieldCode="AR" term="%22Ascenzi‐Moreno%2C+Laura%22">Ascenzi‐Moreno, Laura</searchLink><br /><searchLink fieldCode="AR" term="%22Quiñones%2C+Rebecca%22">Quiñones, Rebecca</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Reading+Teacher%22">Reading Teacher</searchLink>. Sep2020, Vol. 74 Issue 2, p137-146. 10p. 2 Color Photographs, 3 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Monolingualism%22">Monolingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Language+%26+languages%22">Language & languages</searchLink><br /><searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink>
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  Data: 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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  Data: <i>Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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