Literacy Across Languages

Literacy Across Languages
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A podcast for educators passionate about helping multilingual students learn to read. We connect the reading research with best practices in second language acquisition to help make literacy for every language learner a reality. Co-hosted by Mary Sandoval and Katherine Nelson. Mary is an educator, instructional coach, and committed advocate for multilingual learners. Katherine is a multilingual literacy specialist and author of early reader materials, passionate about developing reading and language together. You can learn more about their work at literacyacrosslanguages.com.

  1. E25 - Multiliteracy, Multilingualism, and Motivation: Raising Readers Across Languages

    5D AGO

    E25 - Multiliteracy, Multilingualism, and Motivation: Raising Readers Across Languages

    Yoshito Darmon-Shimamori is the founder of Library 4 Multilinguals, an author dedicated to empowering multilingual and multicultural children, and the host and organizer of the annual online conference, the Grand Multiliteracy Event. Drawing on his own bilingual upbringing, over 14 years of classroom experience, and his everyday life as a parent raising multiliterate children, he supports families and educators to nurture confident identities across languages and cultures. Yoshito has published four books designed to help young people grow up multilingual, multicultural, and multiliterate through stories and tools that are engaging, practical, and joyful. His work champions the idea that every language a child speaks is a strength, and he shares real life approaches for helping children read, write, and think across languages so that literacy becomes a bridge between home, school, and community. In this episode, Yoshito shares how his own experiences with bilingualism, literacy, and identity shaped his work supporting multilingual families and educators. Together, the conversation explores why multiliteracy matters beyond oral language development, how families can make reading and writing meaningful, and how motivation, joy, and purposeful routines help children sustain their languages over time. Key Takeaways: Literacy can deeply shape how multilingual children see themselves and their identities. Children often feel a stronger sense of belonging when they can read and write in their languages as well as speak them. Motivation plays a critical role in multiliteracy development. Children are more likely to persist when literacy activities feel meaningful, enjoyable, and connected to their lives. Parents and educators must often create motivation for home language literacy intentionally. Unlike school language literacy, home language literacy may require purposeful opportunities and encouragement. Timestamps: (00:00) Welcome to Literacy Across Languages! (02:05) Meet Yoshito Darmon-Shimamori (07:12) Raising Multilingual, Multicultural, and Multiliterate Children (11:34) The Importance of Literacy Across Languages (13:19) Literacy Routines for Multilingual Families (19:07) Nurturing Multiliteracies in Young Children (22:16) Motivational Changes as Multilingual Children Grow Up (24:07) In Search of Lost Words, an Interactive Multilingual Graphic Novel (26:02) Finding Books in Multiple Languages (28:53) Common Challenges Raising Multiliterate Children (32:02) The Grand Multi-Literacy Event, a Free Resource for Educators and Families (36:23) Multiliteracy as a Bridge Between Cultures (38:18) Takeaways for Teaching Episode Resources: Explore Yoshito’s books and resources for multilingual literacy, including The Parent’s Guide to Raising Multi-Literate Children, at Library 4 Multilinguals. Watch Yoshito’s video interviews with language and literacy experts as part of his annual Grand Multi-Literacy Event. Explore dual language children’s books through BookaBooka’s Digital Library. Stay Connected: Visit us at ⁠literacyacrosslanguages.com⁠. Email us with questions or episode suggestions at literacyacrosslanguages@gmail.com. Follow ⁠Mary⁠ and ⁠Katherine⁠ on LinkedIn. Like, subscribe, and share this episode with fellow educators, or share a review to help others find us! Keywords: multiliteracy, multilingual learners, multilingualism, bilingualism, literacy development, home language literacy, multilingual families, reading motivation, writing motivation, language identity, cultural identity, family literacy, literacy routines, multilingual children, bilingual children, reading across languages, multilingual education, language learning, literacy instruction, graphic novels, comics, manga, literacy and identity, joyful learning, literacy games, heritage languages, language maintenance, multilingual parenting, literacy engagement, culturally sustaining practices

    40 min
  2. E24 - Stories of Belonging: Multilingual Representation in Children's Literature

    MAY 7

    E24 - Stories of Belonging: Multilingual Representation in Children's Literature

    Shifa Saltagi Safadi is the National Book Award-winning author of Kareem Between, the Amina Banana series, and several picture books, including The Gift of Eid. Born in Syria and raised in the United States, she is a bilingual Arabic-English speaker, a former English teacher, and a former reviewer of Muslim children’s books through her blog, Muslim Mommy Blog. She is passionate about helping children develop a love of reading through engaging stories, school visits, and story times. In this episode, Shifa Saltagi Safadi shares how her experiences growing up as a Syrian American multilingual learner and later teaching middle school ELA shaped her approach to writing children’s literature. She discusses the inspiration behind Amina Banana and Kareem Between, the importance of helping students feel seen through stories, and the instructional moves that supported multilingual learners in her own classroom, including the use of audiobooks, inclusive language, and culturally responsive classroom libraries. Through the conversation, Shifa highlights how humor, representation, and belonging can transform students’ relationships with reading and with themselves. Key Takeaways: Representation in literature matters deeply for multilingual learners. Seeing characters who share their experiences can help students feel visible and valued.Books can be powerful tools for language development and emotional connection. Stories help students see hope, resilience, and possibility in themselves and others.Educators play a critical role in shaping how multilingual learners view their potential. Encouragement from teachers can have a lifelong impact on students’ confidence and aspirations. Timestamps: (00:00) Welcome to Literacy Across Languages! (01:44) Meet Shifa Saltagi Shifadi (05:43) From ESL to English as an Additional Language (09:10) Books as Language Teachers (13:36) Audiobooks in the Multilingual Middle School Classroom (19:09) Writing for Early Chapter Book Readers (22:55) Writing for Middle School Readers (27:42) Muslim Representation in Children's Literature (32:38) KidLit as Windows, Mirrors, and Sliding Glass Doors (34:40) Educators' Impact on Multilingual Students (36:47) Takeaways for Teaching Episode Resources: Check out Shifa's books and educator resources at ShifaSafadi.com.Listen to Shifa discuss Kareem Between and the Amina Banana series in more detail in her podcast interviews with A Lit Life.Find more great books for your classroom at We Need Diverse Books. Stay Connected: Visit us at ⁠literacyacrosslanguages.com⁠.Email us with questions or episode suggestions at literacyacrosslanguages@gmail.com.Follow ⁠Mary⁠ and ⁠Katherine⁠ on LinkedIn.Like, subscribe, and share this episode with fellow educators, or share a review to help others find us! Keywords: multilingual learners, multilingual education, literacy instruction, culturally responsive teaching, representation in literature, inclusive classroom libraries, bilingual students, Arabic-English learners, identity and belonging, children’s literature, middle grade books, chapter books, audiobooks in education, literacy development, language acquisition, multilingual literacy, asset-based language, student belonging, reading identity, culturally sustaining pedagogy, empathy through literature, diverse books, Syrian American identity, Muslim representation, literacy access, classroom community, language and identity, reading comprehension, multilingual student support, educator advocacy

    39 min
  3. E23 - Scaffolds with Purpose: Leveraging AI for Multilingual Access and Belonging

    APR 30

    E23 - Scaffolds with Purpose: Leveraging AI for Multilingual Access and Belonging

    Brandon Cardet-Hernandez is an educator and leader whose career spans roles as a teacher, turnaround principal in the South Bronx, and leader within the New York City Department of Education, where he served as senior advisor of education to Mayor Bill de Blasio. As the son of immigrants and a former multilingual learner, his work is grounded in expanding opportunity and access for students through rigorous and equitable educational experiences. This episode explores the concept of the multilingual access gap, reframing disparities in student outcomes as issues of access and system capacity rather than ability. Brandon discusses how belonging, rigorous instruction, and strategic scaffolding intersect to support multilingual learners, while also examining the role of AI as a tool to enhance, rather than replace, thoughtful instructional design. The conversation highlights the tension between innovation and caution in adopting AI tools for the classroom, emphasizing that meaningful progress depends on aligning research, tools, and human connection. Key Takeaways: The achievement gap between English learners and monolingual English speakers is best understood as an access gap. It reflects differences in opportunity and system capacity rather than student ability. Belonging is foundational to learning for multilingual students. Students must feel safe and valued in order to take the risks required for language development. Students can engage in rigorous content when appropriate supports are in place. AI can support access when grounded in research-based instructional practices. It should enhance learning rather than simplify or dilute content. Timestamps: (00:00) Welcome to Literacy Across Languages! (01:36) Meet Brandon Cardet-Hernandez (04:58) Understanding the Multilingual Learner Access Gap (07:53) Medley Learning for Scaffolding Content for Multilingual Learners (10:52) Teacher and Student Agency in Linguistic Scaffolding (15:38) Opportunities and Cautions for Multilingual Education in the Age of AI (21:15) Increasing Teacher Capacity for Meeting the Needs of Diverse Learners (27:52) The Head Work and the Heart Work of Teaching Multilingual Learners (33:58) Takeaways for Teaching Episode Resources: Learn more about Medley Learning and its approach to scaffolding existing curricula to enhance multilingual access. Explore the WIDA framework to better understand language development levels. Explore research-based scaffolding strategies for supporting multilingual learners at Colorín Colorado. Stay Connected: Visit us at ⁠literacyacrosslanguages.com⁠. Email us with questions or episode suggestions at literacyacrosslanguages@gmail.com. Follow ⁠Mary⁠ and ⁠Katherine⁠ on LinkedIn. Like, subscribe, and share this episode with fellow educators, or share a review to help others find us! Keywords: multilingual learners, access gap, achievement gap, language development, literacy instruction, scaffolding, AI in education, EdTech, Medley Learning, teacher agency, belonging, classroom culture, cognitive demand, rigor, WIDA levels, language supports, instructional coherence, equity in education, bilingualism, biliteracy, family engagement, student agency, differentiated instruction, education technology, research to practice gap, multilingual education, language acquisition, culturally responsive teaching

    37 min
  4. E22 - Many Languages, One Brain: Cognitive Strengths in Multilingual Reading

    APR 23

    E22 - Many Languages, One Brain: Cognitive Strengths in Multilingual Reading

    Dr. Ana Taboada-Barber is a professor of education at the University of Maryland whose research focuses on reading comprehension and motivation in emergent bilingual and bilingual students. A former ESL teacher, her work examines how cognitive and motivational factors influence literacy development, with particular attention to Spanish-speaking English learners in the United States and South America, as well as bilingual students in international contexts. This episode explores how multilingual learners bring unique cognitive strengths that challenge traditional models of reading and instruction. Dr. Taboada-Barber invites educators to view bilingualism as an integrated language system and highlights the bridging processes that connect languages, the role of executive function in reading, and the critical impact of engagement, motivation, and content-rich learning on reading comprehension. She also offers concrete instructional strategies for building intentional cross-language connections in both bilingual and English-only settings. Key Takeaways: Bilingual students are not two separate monolinguals operating independently. Their languages are always active, shaping how they process and make meaning from text. The active view of reading introduces bridging as a critical process in comprehension. For multilingual learners, this includes connections between language systems as well as between reading components. Multilingual learners bring powerful cognitive strengths that support reading comprehension. Executive functions and executive control help them manage attention, process language, and navigate meaning across contexts. Timestamps: (00:00) Welcome to Literacy Across Languages! (01:24) Meet Dr. Ana Taboada-Barber (05:45) All Languages are Always Active in the Multilingual Brain (09:19) The Active View of Reading for Bilingual Learners (13:17) Teaching Moves for Bridging Processes and Languages in Reading Instruction (17:15) Executive Function and Control in Multilingual Readers (26:21) Engagement as a Driver of Multilingual Reading Achievement (30:09) Integrating Literacy, Language, and Content (33:00) Designing Dual Language Programs for Transfer (35:43) Planning for Effective Bridging Processes (38:01) Understanding Executive Function and Control in Multilingual Reading (41:09) Language as Identity (43:06) Takeaways for Teaching Episode Resources: Explore the Active View of Reading model (as we eagerly await the forthcoming AVR for Bilingual Learners!). Learn more about Patrick Proctor, Rebecca Silverman, and Renata Love Jones’s work on CLAVES, a language-based literacy curriculum designed for multilingual learners. Dive into Ellen Bialystok’s research on bilingualism and executive function to better understand the cognitive strengths of multilingual learners. Stay Connected: Visit us at ⁠literacyacrosslanguages.com⁠. Email us with questions or episode suggestions at literacyacrosslanguages@gmail.com. Follow ⁠Mary⁠ and ⁠Katherine⁠ on LinkedIn. Like, subscribe, and share this episode with fellow educators, or share a review to help others find us! Keywords: multilingual learners, bilingual education, reading comprehension, executive function, executive control, translanguaging, active view of reading, simple view of reading, literacy development, language acquisition, engagement, reading motivation, bridging strategies, dual language instruction, cognitive flexibility, working memory, inhibition, academic vocabulary, content-based instruction, science of reading, language systems, bilingual cognition, knowledge building, instructional planning, student engagement, oral language development

    46 min
  5. E21 - From Language by Ear to Language by Hand: Writing Development for Multilingual Learners

    APR 16

    E21 - From Language by Ear to Language by Hand: Writing Development for Multilingual Learners

    Amy Siracusano is the founder and owner of Know Better, Do Better Literacy, LLC, and brings 25 years of experience in public education, including roles as a classroom teacher, Title I teacher, vice principal, and literacy specialist for the Board of Education. She is an international literacy consultant, adjunct professor in the Reading Science Advanced Certificate Program at Brooklyn College, and a national advocate for ensuring teachers have deep knowledge of language systems and instructional approaches so all students leave second grade as proficient readers and writers. In this episode, Amy Siracusano explores the deep reciprocity between oral language, reading, and writing, arguing that the field must move beyond the “science of reading” toward a more comprehensive science of literacy. The conversation centers on how oral language development serves as the foundation for multilingual learners’ success, why writing instruction has been historically neglected, and how schools can use assessment, collaboration, and flexible instructional models to meet students where they are. Key Takeaways: ​Oral language is the foundation of literacy development. Students build from language by ear and mouth into language by eye and hand.​Literacy benchmarks should be responsive to student development rather than rigid pacing guides. Meeting students where they are prevents gaps from widening over time.​Professional learning is essential for effective writing instruction. Teachers need coaching and collaboration to build confidence in teaching writing well. Timestamps: (00:00) Welcome to Literacy Across Languages! (01:50) Meet Amy Siracusano (05:03) The Importance of Continual Professional Learning in Education (08:13) The Science of Reading vs. The Science of Literacy (10:28) Oral Language as the Foundation for Writing Instruction (14:51) Meeting the Diverse Writing Needs of Multilingual Learners (20:05) Leveraging Students' Home Languages in the Classroom (26:59) Understanding Students' Home Language Systems (36:58) Resources for Writing Instruction and Professional Learning (39:41) The Brilliance of Multilingual Learners (42:01) Takeaways for Teaching Episode Resources: ​Visit Know Better Do Better Literacy Consulting to explore Amy Siracusano’s resources, coaching, and upcoming professional learning opportunities.​Explore ASHA’s language comparison resources to better understand how English sound and spelling features connect with students’ home languages.​Use the Readsters Pre-Reading Probe to assess students’ orthographic knowledge and handwriting development.​Check out Writing Matters by Dr. William Van Cleave, and Dr. Virginia Berninger’s work on the Not‑So‑Simple View of Writing to deepen your understanding of structured writing instruction. Stay Connected: ​Visit us at ⁠literacyacrosslanguages.com⁠.​Email us with questions or episode suggestions at literacyacrosslanguages@gmail.com.​Follow ⁠Mary⁠ and ⁠Katherine⁠ on LinkedIn.​Like, subscribe, and share this episode with fellow educators, or share a review to help others find us! Keywords: oral language, writing instruction, science of literacy, science of reading, multilingual learners, literacy development, transcription, composition, foundational writing skills, handwriting, penmanship, letter formation, assessment, simple view of writing, not so simple view of writing, Virginia Berninger, universal screener, flexible grouping, collaboration, home language, biliteracy, structured literacy, language acquisition, sentence development, phonics, encoding, decoding, orthographic knowledge, literacy assessment, differentiated instruction, oral rehearsal, multilingual education, early literacy, William Van Cleave

    44 min
  6. E20 - Coherence by Design: High-Quality Instructional Materials for Multilingual Learners

    APR 9

    E20 - Coherence by Design: High-Quality Instructional Materials for Multilingual Learners

    Renae Skarin is an educational linguist with more than three decades of experience across K–16 education, dedicated to serving multilingual and English learners through classroom teaching, curriculum and program development, and classroom research. Outside of her professional work, she enjoys spending time in nature, gardening, and being with her horse and donkey. In this episode, Renae Skarin explores what truly makes curriculum high quality for multilingual learners, arguing that language development must be embedded into the core design of instructional materials rather than treated as an add-on. The conversation highlights the importance of mapping content and language together, creating systemwide coherence across curriculum and professional learning, and positioning multilingual learners as capable apprentices in every discipline. Key Takeaways: Effective curriculum maps language demands alongside content goals across an entire unit. This helps students progressively build the vocabulary, structures, and discourse needed to express deep understanding. Language learning is disciplinary. Students must be apprenticed into speaking, writing, and thinking like mathematicians, historians, scientists, and readers. Strong materials alone are not enough. Professional learning, leadership vision, pacing guides, and assessment systems must all align to support effective implementation. Timestamps: (00:00) Welcome to Literacy Across Languages! (01:37) Meet Renae Skarin (08:05) Defining High-Quality Instructional Materials for Multilingual Learners (14:43) Three Must-Haves in Instructional Materials for Multilingual Learners (22:08) Aligning Language and Content Objectives Across the Curriculum (26:25) Instructional Coherence for Multilingual Learners (30:43) Overcoming the Supplementation Trap (32:58) Curriculum-Based Professional Development for Teachers of Multilingual Learners (36:42) Moving Beyond Language Proficiency Levels with Multilingual Learners (38:48) HQIM in Action in the Multilingual Classroom (42:53) Celebrating Multilingualism as a Superpower (44:43) Takeaways for Teaching Episode Resources: Explore English Learners Success Forum tools and guidance to support curriculum review and implementation for multilingual learners. Read Rethinking HQIM: An Educational Linguist’s Guide to Overhauling Curriculum on Renae Skarin’s blog to deepen your understanding of curriculum design for multilingual learners. Revisit Episode 19 with Sally Baer on structured talk routines to strengthen purposeful collaboration and student discourse in your classroom. Stay Connected: Visit us at ⁠literacyacrosslanguages.com⁠. Email us with questions or episode suggestions at literacyacrosslanguages@gmail.com. Follow ⁠Mary⁠ and ⁠Katherine⁠ on LinkedIn. Like, subscribe, and share this episode with fellow educators, or share a review to help others find us! Keywords: multilingual learners, multilingual literacy, curriculum design, high-quality instructional materials, HQIM, language development, content and language integration, instructional coherence, disciplinary language, formative assessment, collaborative learning, student discourse, talk routines, curriculum mapping, language objectives, curriculum literacy, professional learning, teacher collaboration, ELD instruction, translanguaging, multilingual identity, biliteracy, systems alignment, school leadership, district leadership, literacy instruction, language acquisition, student engagement, equitable instruction, multilingual education

    47 min
  7. E19 - Owning the Conversation: Building Accountable Talk in Multilingual Classrooms

    APR 2

    E19 - Owning the Conversation: Building Accountable Talk in Multilingual Classrooms

    Sally Baer is an educator with more than 22 years of teaching experience whose work has spanned elementary teaching, reading specialization, English language learning, and multilingual education. Her professional journey, including National Board Certification and doctoral study, is grounded in reflective practice and a deep commitment to improving outcomes for multilingual learners and other historically underserved students. In this episode, Sally explores why structured academic discourse is a high-leverage practice for multilingual learners and how accountable talk supports literacy development across speaking, reading, and writing. The conversation centers on practical routines, asset-based instructional decision making, and the importance of reducing cognitive load so students can deepen comprehension, strengthen academic language, and build confidence as learners. Key Takeaways: Accountable talk moves classroom conversation beyond social language into academic discourse. This structured talk helps multilingual learners develop the language needed for school success over time.Strong talk routines can be used across grade levels and content areas. Teachers can adapt the same structure from kindergarten through upper grades.Teachers can collect valuable formative data during student discussions. Listening for vocabulary use, sentence complexity, and participation patterns provides rich evidence of growth. Timestamps: (00:00) Welcome to Literacy Across Languages! (03:55) Meet Sally Baer (06:36) The Transformative Power of National Board Certification (08:05) Designing Classrooms for Accountable Talk (11:15) The Role of Structured Academic Discourse in Multilingual Education (13:06) Defining Accountable Talk (16:03) Implementing Accountable Talk in the Multilingual Classroom (20:14) Multilingual Talk Partners (23:15) Integrating Accountable Talk with Literacy Programs (26:59) Assessing Accountable Talk with Multilingual Learners (29:47) Collecting Evidence of Language Use (31:41) Bridging Literacy Tasks with Accountable Talk (38:44) Takeaways for Teaching Episode Resources: Read Sally’s article on how all teachers can support academic language, academic discourse, and accountable talk through Talk Moves, starting on page 169. Watch the Edutopia video on using hand signals to support accountable classroom discussion. Learn more about BICS and CALP and how social and academic language develop over time. Stay Connected: Visit us at ⁠literacyacrosslanguages.com⁠.Email us with questions or episode suggestions at literacyacrosslanguages@gmail.com.Follow ⁠Mary⁠ and ⁠Katherine⁠ on LinkedIn.Like, subscribe, and share this episode with fellow educators, or share a review to help others find us! Keywords: accountable talk, academic discourse, multilingual learners, oral language development, literacy instruction, academic language, CALP, BICS, Jim Cummins, translanguaging, classroom discussion, structured talk routines, sentence stems, oral rehearsal, writing development, reading comprehension, language acquisition, asset-based instruction, multilingual education, MTSS, WIDA, formative assessment, student voice, think pair share, think pair square share, literacy and language integration, teacher scaffolds, academic vocabulary, equity in literacy, multilingual student success, talk moves

    41 min
  8. E18 - Merging Content and Language: SIOP and Structured Literacy in Multilingual Classrooms

    MAR 26

    E18 - Merging Content and Language: SIOP and Structured Literacy in Multilingual Classrooms

    Dr. Katie Toppel has 20 years of experience in education across preschool through university settings. She currently serves as a K–5 English language development specialist in Oregon, supporting multilingual learners through co-planning, co-teaching, and small group instruction. She is a member of the SIOP author team and co-authored the sixth edition of Making Content Comprehensible for Multilingual Learners. Her background includes classroom teaching in kindergarten and first grade, work at an international school in Germany, and teaching ESOL endorsement courses at Portland State University. She holds a master’s degree in special education and a doctorate in curriculum and instruction with a focus on culturally responsive teaching, and she presents nationally and internationally. This episode explores the importance of integrating literacy and language instruction to effectively support multilingual learners. Dr. Toppel highlights the limitations of teaching reading and language in isolation and emphasizes the importance of collaboration, structured routines, and meaningful context. The conversation centers on how instructional practices like co-teaching, sentence patterning, and strategic vocabulary development can align the science of reading with language acquisition. Key Takeaways: Multilingual learners benefit from instruction built around content and language objectives together. SIOP offers educators a structured framework for doing so.Sentence patterning charts provide structured opportunities to build syntax and meaning. They help students understand how words function together in sentences.Collaboration between classroom teachers and language specialists strengthens instruction. Timestamps: (00:00) Welcome to Literacy Across Languages! (01:40) Meet Dr. Katie Toppel (09:13) The Value of Integrated Language and Literacy Instruction (13:53) The SIOP Approach to Merging Language and Content (20:10) Sentence Pattern Charts for Sentence-Level Work (25:39) Explicit Teaching of Grammatical Features (28:50) The Power of Integrated Instruction for Multilingual Learners (34:05) Making Content Comprehensible for All Learners (35:17) Professional Learning for Educators of Multilingual Students (40:18) The Privilege of Being an ELD Educator (42:12) Takeaways for Teaching Episode Resources: Read Making Content Comprehensible for Multilingual Learners, or if you work with older students, try Making Content Comprehensible for Secondary Multilingual Learners: The SIOP Model .Check out DIY PD by Dr. Toppel, Tan Hyunh, and Dr. Carol Salva for ways to continue your professional learning journey.Watch this video with Dr. Toppel to learn more about using sentence patterning charts. Stay Connected: Visit us at ⁠literacyacrosslanguages.com⁠.Email us with questions or episode suggestions at literacyacrosslanguages@gmail.com.Follow ⁠Mary⁠ and ⁠Katherine⁠ on LinkedIn.Like, subscribe, and share this episode with fellow educators, or share a review to help others find us! Keywords: multilingual learners, language development, literacy instruction, science of reading, SIOP model, co-teaching, collaboration, oral language, vocabulary development, comprehension, decoding, phonemic awareness, structured literacy, sentence patterning, syntax instruction, grammar in context, content and language integration, professional learning, teacher collaboration, culturally responsive teaching, EL instruction, ELD strategies, scaffolded instruction, comprehensible input, structured output, elementary literacy, language objectives

    44 min
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About

A podcast for educators passionate about helping multilingual students learn to read. We connect the reading research with best practices in second language acquisition to help make literacy for every language learner a reality. Co-hosted by Mary Sandoval and Katherine Nelson. Mary is an educator, instructional coach, and committed advocate for multilingual learners. Katherine is a multilingual literacy specialist and author of early reader materials, passionate about developing reading and language together. You can learn more about their work at literacyacrosslanguages.com.

Information

  • Creator
    Literacy Across Languages
  • Years Active
    2025 - 2026
  • Episodes
    25
  • Rating
    Clean
  • Copyright
    © Literacy Across Languages
  • Show Website
    Literacy Across Languages

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