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

    3 HRS AGO

    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
  2. 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
  3. 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
  4. E17 - Firm Goals, Flexible Means: Writing From Day One with Multilingual Newcomers

    MAR 19

    E17 - Firm Goals, Flexible Means: Writing From Day One with Multilingual Newcomers

    Dr. Eugenia F. Krimmel is a nationally recognized multilingual learner educator, author, and instructional coach with more than 30 years of experience advancing equitable literacy instruction for multilingual learners across K through 12, higher education, and adult education settings in the Middle East, Europe, Canada, and the United States. She is the author of Accelerating Newcomer Literacy, founder of ELWritingProcess.com, a former ESL Bilingual Advisor at the Pennsylvania Department of Education, and currently serves as an MLL instructional coach in a cyber charter school. In this episode, Dr. Eugenia Krimmel makes the case that writing should not be delayed for newcomers because writing itself is a driver of language development. She explains how early writing supports thinking, phonics, vocabulary, confidence, and participation, while challenging classroom practices that keep multilingual learners on the sidelines. Key Takeaways: Writing should begin on day one for multilingual learners, even at the earliest stages of English development. Waiting to write delays opportunities to build language, literacy, and confidence.Newcomers can participate in grade-level thinking when teachers adjust the task without lowering the goal. Students can compare, describe, explain, and narrate at the word or sentence level with the right supports.When teachers stop asking whether newcomers are ready to write, classroom access changes. Students begin to see themselves as thinkers and writers whose ideas belong in the learning community. Timestamps: (00:00) Welcome to Literacy Across Languages! (01:39) Meet Dr. Eugenia Krimmel (09:17) The Urgency of Writing from Day One (15:09) Writing as the Engine of Language Acquisition (20:52) What Does Writing from Day One Look Like in Practice? (24:02) How Writing Evolves for Multilingual Learners (26:42) Providing Effective Writing Feedback for Multilingual Learners (29:33) Phonics Flexing with Multilingual Newcomers (36:04) Incorporating Home Languages into the Writing Process (39:40) How the EL Writing Process Transforms Classrooms (42:33) Multilingualism as a Superpower (45:45) Takeaways for Teaching Episode Resources: Explore Dr. Krimmel’s EL Writing Process resources and professional learning materials.Learn more about the EL Writing Process in Dr. Krimmel’s conversation on the Teaching MLs podcast.Check out Accelerating Newcomer Literacy and its companion materials from Routledge. 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, newcomer students, newcomer literacy, writing from day one, language acquisition, literacy development, structured literacy, EL writing process, teacher underwriting, draw to draft, word line tool, translanguaging, phonics flexing, write to spell mini lessons, early writing, oral language, academic language, equitable literacy instruction, multilingual education, newcomer English learners, student voice, writing workshop, grade-level rigor, flexible supports, language and literacy, corrective feedback, confidence and agency, alphabetic principle, phonics and writing, inclusive classroom instruction

    49 min
  5. E16 - The Fluency Bridge: Connecting Decoding with Meaning for Multilingual Readers

    MAR 12

    E16 - The Fluency Bridge: Connecting Decoding with Meaning for Multilingual Readers

    Dr. Timothy Rasinski is a professor of literacy education at Kent State University and director of its award-winning reading clinic. He has written more than 200 articles and authored, co-authored, or edited more than 50 books and curriculum programs on reading education, including work with Teacher Created Materials, Shell Education, and Scholastic. His scholarly interests include reading fluency, word study, reading in the elementary and middle grades, and readers who struggle. His research has been cited by the National Reading Panel and published in leading literacy journals, and he has served in major leadership roles across the field, including with the International Reading Association, The Reading Teacher, and the Journal of Literacy Research. In this episode, Dr. Timothy Rasinski reframes fluency as the essential bridge between decoding and comprehension rather than a matter of reading speed. He explains how automatic word recognition and prosody work together to support meaning making, and he shares classroom routines that help multilingual students develop fluency through modeling, assisted reading, repeated reading, phrasing, and performance. Key Takeaways: ​Fluency is the bridge between decoding and comprehension. Both automatic word recognition and prosody help students cross that bridge to meaning.​The goal of phonics instruction is automatic word recognition. Automaticity reduces cognitive load and allows students to focus on comprehension.​Repeated reading builds fluency, strengthens decoding, and improves comprehension for multilingual learners. Timestamps: (00:00) Welcome to Literacy Across Languages! (01:32) Meet Dr. Timothy Rasinski (09:31) Understanding the Components of Fluency (13:12) Fluency as a Bridge to Comprehension (19:24) Fluency and Multilingual Learners (23:02) The Fluency Toolbox (23:34) Tool 1: Modeling Fluency (24:54) Tool 2: Assisted Reading (26:38) Tool 3: Wide Reading (27:13) Tool 4: Deep Reading (29:31) Tool 5: Phrasing (34:04) Implementing the Fluency Development Lesson (35:12) Selecting Texts for Fluency Instruction (38:04) Integrating Vocabulary Development with Fluency Instruction (40:54) Assessing Reading Fluency with Multilingual Learners (43:35) Becoming Better Teachers for Multilingual Learners (45:31) Takeaways for Teaching Episode Resources: ​Explore Dr. Rasinski’s free literacy resources, including the Multidimensional Fluency Scale and word ladders, at timrasinski.com. ​Read Dr. Rasinski’s article, The Art and Science of Teaching Reading: Embracing Evidence-Based Practice and Teacher Expertise.​Discover a classroom example from Dr. Rasinski’s website showing how reader’s theater can support older students developing language and literacy. 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: reading fluency, Timothy Rasinski, multilingual learners, multilingual literacy, automaticity, prosody, repeated reading, assisted reading, phrasing, orthographic mapping, word ladders, word chains, reader’s theater, poetry, song lyrics, comprehension, phonics, word recognition, oral reading, expression, reading rate, fluency instruction, fluency development lesson, cognitive load, high-frequency words, sight words, literacy instruction, elementary reading, struggling readers, reading comprehension

    48 min
  6. E15 - Strengthening Tier 1: Teaching UFLI Foundations Through a Multilingual Lens

    MAR 5

    E15 - Strengthening Tier 1: Teaching UFLI Foundations Through a Multilingual Lens

    Kelly Aldinger is a resource specialist for the New York Capital Region’s RBERN, Regional Bilingual Education Resource Network, and a TESOL adjunct professor at Siena University, supporting districts, schools, and educators in strengthening programs and practices for multilingual learners. Previously, she served as an English as a New Language educator in upstate New York working with K through 12 students and their families. Marie Chieco is a kindergarten teacher at Genet Elementary School in East Greenbush, New York, where she has taught for eight years in first grade and kindergarten and has worked with the district’s ENL population for most of that time. Kelly Aldinger and Marie Chieco describe how they adapted UFLI, a popular a phonics-first curriculum, to better serve multilingual learners while keeping the program’s scope, sequence, and routines intact. They focus on making language visible inside Tier 1 instruction by pairing decoding with meaning through visuals, vocabulary routines, sentence frames, and structured discussion. Their collaboration highlights how aligned co-planning across classroom, ENL, and intervention spaces strengthens confidence, oral language, family engagement, and access for all students. Key Takeaways: Many phonics programs assume English proficiency that some students are still developing. Keep the curriculum scope and sequence intact and amplify access with language supports. Word recognition and language comprehension must grow together from the start. Students need opportunities to discuss vocabulary, sentence meaning, and ideas during phonics instruction. Align classroom instruction with ENL pullout and intervention supports to build continuity. Strong co-planning and co-reflection can increase participation, confidence, and family engagement. Timestamps: (00:00) Welcome to Literacy Across Languages! (04:17) Meet Marie Chieco (05:54) Meet Kelly Aldinger (07:16) Adapting UFLI for Multilingual Learners (10:45) Maintaining Fidelity While Staying Responsive (13:22) A Kindergarten Literacy Block with Multilingual Supports (16:13) The Benefits of Books Over Passages (17:58) Tier 1 Language and Literacy Instruction (22:04) Collaboration and Co-Teaching (29:40) Oral Language, Confidence, and Participation (32:10) Multilingual Families as Partners (34:37) First Steps in Adapting Phonics-First Programs for Multilingual Learners (39:19) The Privilege of Working with Language Diverse Students (43:14) Takeaways for Teaching Episode Resources: Check out Kelly and Marie's NYS TESOL presentation where they share how they adapted UFLI for their co-taught kindergarten classroom. For a gentle introduction to science of reading-aligned instruction, try Shifting the Balance by Jan Burkins and Kari Yates.And if you're new to supporting multilingual readers, explore Literacy Foundations for English Learners by Elsa Cárdenas-Hagan. 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, Tier 1 instruction, structured literacy, phonics instruction, UFLI Foundations, Scarborough’s Rope, Simple View of Reading, language comprehension, vocabulary instruction, sentence frames, oral language development, decodable texts, visuals for meaning, meaningful visuals, co-teaching, co-planning, ENL instruction, MTSS, AIS intervention, family engagement, classroom collaboration, kindergarten literacy, phonemic awareness, decoding and comprehension, multilingual education, language development, science of reading, instructional access, literacy equity, structured discussion, classroom adaptations, literacy instruction for multilingual learners

    46 min
  7. E14 - Phonemic Awareness Across Languages: Literacy Insights from The Bilingual SLP

    FEB 26

    E14 - Phonemic Awareness Across Languages: Literacy Insights from The Bilingual SLP

    Michelle Posner is a bilingual speech language pathologist who has worked in the field since 2006. Inspired by her younger brother’s autism diagnosis and the harm caused when her family was advised to stop using Spanish at home, she centers communication, inclusion, and support for neurodivergent individuals. Michelle is an Ashkenazi Jew whose family fled Russia and Poland during the Holocaust, found refuge in Mexico, and later immigrated to the United States when she was nine, shaping her bilingual identity and commitment to equity and representation. You can learn more about her work at thebilingualslp.com. In this episode, Michelle challenges persistent myths about bilingualism and clarifies how educators can distinguish language difference from disorder by looking for patterns across languages. She explains why understanding sound systems, phonemic inventories, and articulation patterns is essential for both accurate evaluation and effective literacy instruction. Michelle warns against over-identifying multilingual learners for special education, while also being careful not to delay early intervention when needed. Michelle centers equity, cultural and linguistic knowledge, and family partnership as foundational to supporting multilingual learners in speech and literacy development. Key Takeaways: A true speech or language impairment shows up across all of a child’s languages. Family input is critical for understanding how a child communicates outside school, and schools should assess students in each language when concerns arise.Speech sound instruction and phonemic awareness should be grounded in an understanding of students’ home language sound systems. Tools like cognates, minimal pairs, and sound bombardment can help multilingual learners distinguish between new sounds. Timestamps: (00:00) Welcome to Literacy Across Languages! (01:24) Meet Michelle Posner, The Bilingual SLP (04:25) The Benefits of Bilingualism (06:43) Identifying Language Difference vs. Language Disorder (09:58) Translanguaging and Navigating Multiple Languages (13:23) Empowering Parents and Educators as Advocates for Multilingual Students (16:49) The Need for Multilingual Speech Language Pathologists (19:07) First Steps for Educators Working with Multilingual Students (23:27) Using Cognates for Speech Development (26:56) Resources for Bilingual Speech Therapy (29:29) Building Phonemic Awareness with Sound Bombardment (34:05) Language Approximations and Corrective Feedback (39:11) Students with Limited or Interrupted Formal Education (40:42) Progress Monitoring Speech and Language Development with Multilingual Learners (41:53) The Joy of Working with Multilingual Families (45:04) Takeaways for Teaching Episode Resources: Explore ASHA's Phonemic Inventories and Cultural and Linguistic Information Across Languages resources to learn more about your students' home languages. Check out the book Difference or Disorder by Bilinguistics to better understand your multilingual students' language development. Visit Michelle's website for bilingual speech and language resources! 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: bilingualism, multilingual learners, bilingual SLP, speech language pathology, language difference, language disorder, early intervention, IDEA, home language, translanguaging, cognates, articulation, speech sound disorders, sound bombardment, minimal pairs, phonemic awareness, phonological awareness, phonics, cognitive load, linguistic repertoire, dialect, cultural responsiveness, family partnership, special education, assessment, silent period, autism, language regression, language development, academic language, social language, language acquisition, cross linguistic transfer

    48 min
  8. E13 - Rooted in Language: Designing Literacy Instruction for Multilingual Classrooms

    FEB 19

    E13 - Rooted in Language: Designing Literacy Instruction for Multilingual Classrooms

    Valentina Gonzalez is an accomplished teacher, educator, author, and national speaker with more than 25 years of experience dedicated to supporting multilingual learners and the educators who serve them. She has served as a classroom teacher, district facilitator for multilingual programs, professional development specialist, and educational consultant. She is widely recognized for designing and leading research-based, actionable professional learning that advances literacy, honors students’ cultural and linguistic identities, and promotes meaningful language development. Through her writing, coaching, consulting, and advocacy, she continues to elevate equitable, culturally responsive instruction for multilingual learners. In this episode, Valentina Gonzalez shares how her personal journey as an immigrant and language learner shaped her commitment to multilingual education. The conversation explores how decoding, language comprehension, and English language development must grow together rather than in isolation. Valentina reframes scaffolds as bridges to independence, challenges the idea that language is an add-on to literacy, and offers practical ways teachers can embed intentional language development into everyday instruction while honoring students’ home languages as assets. Key Takeaways: Learning to read is both a code-based and a language process. Separating literacy and language instruction can create barriers for multilingual learners.Home languages are assets that shape identity, culture, and learning. Teachers do not need to speak students' languages to honor and leverage them in instruction.Teaching through a language lens moves students toward independence and equity. Timestamps: (00:00) Welcome to Literacy Across Languages! (01:32) Meet Valentina Gonzalez (08:26) Literacy as a Code-Based and Language-Based Process (11:24) Reading and Writing with English Learners (15:16) Viewing Literacy through a Language Lens (19:07) Scaffolds as a Bridge to Literacy (24:29) Maintaining, Loving, and Leveraging Language (31:16) Planning Literacy Instruction with a Language Lens (33:55) One Key Takeaway for Anyone Working with Multilingual Learners (35:30) The Joy and Privilege of Teaching Multilingual Children (38:33) Takeaways for Teaching Episode Resources: Want to learn more about Valentina’s work?  Check out her website!Read Valentina's co-authored book, Reading and Writing with English Learners, for a closer look at teaching literacy through a language lens.Reflect on your WHY with Welcome to Teaching Multilingual Learners , a book by Valentina, Nancy Frey, and Doug Fisher that explores research-based strategies for supporting language-diverse students. 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, literacy instruction, language development, decoding, language comprehension, English language development, ELA and ELD alignment, integrated instruction, oral rehearsal, sentence frames, shared writing, gradual release of responsibility, scaffolding, asset-based pedagogy, home language, linguistic identity, translanguaging, academic language, vocabulary development, phonics instruction, equitable literacy, culturally responsive teaching

    42 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
    20
  • Rating
    Clean
  • Copyright
    © Literacy Across Languages
  • Show Website
    Literacy Across Languages

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