“If we could look at kids as a whole”: Teachers negotiating science of reading approaches with multilingual learners

Abstract

“Science of Reading” approaches are prevalent in U.S. schools, but have not adequately addressed cultural and contextual factors for teaching in bilingual programs. Using cases from three bilingual teachers, we explore how teachers negotiated their biliteracy instruction after their district implemented a Science of Reading approach based on the simple view of reading. Data included coursework and interviews and were analyzed iteratively. Findings from this study show how Science of Reading approaches developed teacher knowledge of English foundational skills. However, participants interrogated the direct application of a simple view of reading to Spanish literacy and questioned instructional practices designed from a monolingual view for application with multilinguals. Teachers leveraged supports in their contexts and their professional and personal expertise to adapt and enhance their instruction. Issues of equity and access were raised since not all teachers shared this prior knowledge or contextual supports. Study findings point to the need for fostering pedagogical clarity within cultural contexts, preparing educators for critical decision-making in literacy reform. We call for approaches that recognize the unique cultural and linguistic resources of multilingual learners and their teachers.

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