Beyond the Science of Reading: How Bilingual Teachers Mediate Foundational Reading Pedagogies

Abstract

As foundational reading curricula are being rapidly scaled up, it is essential to consider how teachers navigate these shifts alongside their existing and multifaceted expertise in bilingualism, early childhood pedagogy, and reading development. This article examines the challenges bilingual teachers face when implementing foundational reading instruction in bilingual early childhood classrooms, focusing on the instructional practices and experiences of two early childhood bilingual teachers. It highlights the need for professional learning and teacher agency grounded in a broad and interconnected literacy ecosystem.

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