Literacy Across Languages

Literacy Across Languages
  • 5.0 (17)
  • Education
  • Updated Biweekly

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. 12h ago

    E35 - Elevating Fluency: Connecting Decoding, Language, and Meaning

    What does it take to move students beyond accurate decoding toward fluent, meaningful reading? In this episode, we welcome Kelly Maxwell and Deiysi Paredes-Monjaras, co-creators of Elevating Fluency, to explore why foundational literacy skills and language comprehension must develop together. Drawing on their experiences as a struggling reader and a multilingual learner, Kelly and Deiysi discuss the importance of connecting phonics to vocabulary, using visuals without promoting guessing, and recognizing how home language knowledge shapes reading development. They also examine the difference between decoding difficulties and cross-linguistic transfer, the unique demands of Spanish literacy instruction, and how intentional instructional shifts can help multilingual learners become confident, capable readers. Kelly Maxwell and Deiysi Paredes-Monjaras are reading interventionists and co-creators of Elevating Fluency, a K–5 structured literacy supplemental program designed to connect word recognition with language comprehension. Kelly currently serves as a literacy coach and reading interventionist at a dual language elementary school. Deiysi taught first-grade Spanish in a dual language classroom for 13 years and now serves as a Spanish literacy interventionist, biliteracy coach, and dual language specialist. Together, they bring decades of practical expertise to helping students become confident, skilled readers. Key Takeaways: Fluency goes beyond decoding. Connecting phonics, vocabulary, oral language, and meaning helps students become confident, skilled readers.Home languages are literacy assets. Recognizing cross-linguistic connections helps teachers build on students' strengths and distinguish language differences from reading difficulties.Intentional instruction connects reading and language. Strategic visuals, explicit modeling, and meaningful oral language practice strengthen foundational skills and comprehension. Timestamps: (00:00) Welcome to Literacy Across Languages! (01:31) Meet Kelly Maxwell and Deiysi Paredes-Monjaras (07:41) Connecting Sounds, Print, and Language (09:34) Building Meaning into Phonics Instruction (11:51) Using Visuals Without Promoting Guessing (13:10) Looking Beyond Reading Scores (15:40) Language Differences or Decoding Difficulties? (20:19) Leveraging Home Language Connections (24:18) Designing Fluency Instruction for Spanish (29:40) Small Shifts That Strengthen Language and Literacy (31:39) Learning from Our Students (34:06) Until Next Time! Episode Resources: Explore Elevating Fluency to connect foundational literacy skills with language comprehension.Discover Elevating Fluency Español for Spanish literacy and fluency instruction. Stay Connected: Visit us at ⁠literacyacrosslanguages.com⁠, follow us on ⁠Instagram⁠, or connect with ⁠⁠Mary⁠⁠ and ⁠Katherine⁠⁠ on LinkedIn. Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going. Keywords: reading fluency, multilingual learners, structured literacy, science of reading, science of language acquisition, language comprehension, word recognition, decoding, phonemic awareness, phonics instruction, oral language development, vocabulary development, cross-linguistic transfer, home language assets, biliteracy, Spanish literacy, dual language education, cognates, articulatory gestures, visual scaffolds, foundational literacy skills, reading intervention, language acquisition, decoding difficulties, explicit instruction, reading comprehension, Elevating Fluency, Elevating Fluency Español, asset-based instruction, multilingual literacy

    E35 - Elevating Fluency: Connecting Decoding, Language, and Meaning

  2. Oct 15

    E34 - Difference or Disorder: Understanding Cross-Linguistic Patterns in Multilingual Readers

    How can educators distinguish expected language differences from signs of a language disorder? In this episode, Dr. Ellen Kester explores how contrastive analysis helps teachers understand the influence of students' home languages on English literacy development. She discusses predictable cross-linguistic patterns, the importance of explicit instruction grounded in students' existing linguistic knowledge, and the role of dynamic assessment in preventing inappropriate special education referrals. Throughout the conversation, Dr. Kester challenges deficit-based interpretations of multilingual learners' language use and emphasizes how an assets-based approach can strengthen literacy instruction, assessment, and educational equity. Dr. Kester founded Bilinguistics to meet the speech and language needs of children from diverse backgrounds. She provides workshops around the United States and beyond on bilingualism, assessment of bilingual students, and effective intervention practices with diverse populations. Dr. Kester has served as adjunct faculty at The University of Texas at Austin teaching courses in language development, assessment and intervention of language disorders, early childhood intervention, preschoolers with special needs, and measurement. Her research and clinical work address the important issue of differentiating bilingual children with typical development from those with language impairment, and identifying appropriate goals for intervention with bilinguals. Home languages are an asset for learning English. Teachers can build on what multilingual learners already know to support literacy development. Language differences are not always errors. Understanding how languages work helps teachers recognize expected patterns and make better instructional decisions. Assessment should focus on how students learn, not just what they know. Dynamic assessment helps educators distinguish language differences from potential disorders and identify when additional support is needed. Access the Bilinguistics World Language Library to explore cross-linguistic patterns and language comparisons. Discover Difference or Disorder through Bilinguistics to support more informed language assessment and literacy instruction. Explore Sharynne McLeod's Multilingual Children's Speech resources to learn about speech sound development across languages. Visit us at ⁠literacyacrosslanguages.com⁠, follow us on ⁠Instagram⁠, or connect with ⁠⁠Mary⁠⁠ and ⁠Katherine⁠⁠ on LinkedIn. Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going. multilingual learners, bilingual education, contrastive analysis, cross-linguistic transfer, language difference versus disorder, English language development, literacy instruction, home language, linguistic diversity, speech-language pathology, phonological development, phonemic awareness, phonotactic constraints, language acquisition, morphology, grammatical development, language assessment, dynamic assessment, special education referrals, educational equity, assets-based instruction, culturally responsive teaching, explicit instruction, multilingual literacy, linguistic repertoire, language development, instructional decision-making, Bilinguistics, Dr. Ellen Kester, Difference or Disorder

    E34 - Difference or Disorder: Understanding Cross-Linguistic Patterns in Multilingual Readers

  3. Oct 8

    E33 - Literacy Across Languages: Integrating the Science of Reading with Multilingual Education (Replay)

    We're revisiting our very first interview on Literacy Across Languages! In this episode, Dr. Jana Echevarría joins us to discuss effective instructional strategies for multilingual students who are learning to read. The conversation highlights the interdependence of language and literacy, the need for collaboration among educators, and the importance of building language, literacy, and knowledge in tandem. Dr. Jana Echevarría is Professor Emerita at California State University, Long Beach, where she was selected as Outstanding Professor. She is co-creator of the SIOP (Sheltered Instruction Observation Protocol) Model and a leading researcher in effective instruction for multilingual learners. Dr. Echevarría was inducted into the California Reading Hall of Fame in 2016 and has served as an expert on English learners for the U.S. Department of Justice Civil Rights Division. She is also an author on a research-aligned reading program, Emerge!, published by McGraw-Hill. Key Takeaways: Language is the engine of literacy. They develop together, not in isolation.All teachers are both language and literacy teachers. Collaboration is essential to meet students' needs.Effective literacy instruction for multilingual learners requires both code-based skills (decoding) and meaning-based skills (language comprehension) delivered with intentional scaffolds.Comprehensible input through visuals, gestures, and structured interaction accelerates both language development and meaning-making. Timestamps: (0:00) Welcome to Literacy Across Languages! (01:45) Meet Dr. Jana Echevarria (09:04) Bridging the Science of Reading and the Science of Language Acquisition (12:28) The Relationship Between Language and Literacy (22:34) Comprehensible Input (25:18) Leveraging the Home Language (28:42) Code-Based vs. Meaning-Based Instruction (38:20) Finding Common Ground (44:05) Until Next Time! Episode Resources: Visit Dr. Echevarría's website for SIOP resources.Download the SIOP Model Lesson Planning Framework Checklist.Join the Reading League's monthly EL/EB Meeting Zoom calls. Stay Connected! Visit us at ⁠literacyacrosslanguages.com⁠, follow us on ⁠Instagram⁠, or connect with ⁠⁠Mary⁠⁠ and ⁠Katherine⁠⁠ on LinkedIn. Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going. Keywords: multilingual education, SIOP model, language literacy, comprehensible input, cross-linguistic resources, effective teaching strategies, science of reading, teacher collaboration, literacy instruction, bilingual education

    E33 - Literacy Across Languages: Integrating the Science of Reading with Multilingual Education (Replay)

  4. Oct 1

    E32 - Our Students: A Schoolwide Approach to Multilingual Literacy

    Dr. Sarah Cioffi joins Mary and Katherine to explore what it takes to make multilingual literacy a shared responsibility across an entire school rather than the work of the ENL teacher alone. The conversation examines teacher preparation, collaboration, MTSS, culturally and linguistically responsive Tier 1 instruction, and the importance of distinguishing language acquisition from reading difficulties. It also highlights oracy as a foundation for literacy and calls on educators to design rigorous instruction that anticipates multilingual learners from the beginning while recognizing multilingualism as an asset. Dr. Sarah Cioffi is a veteran educator, researcher, and multilingual literacy consultant with 36 years in education, including 16 years in leadership positions at Scotia Glenville, Bethlehem, and Shenendehowa School Districts in upstate New York. She retired as the K–12 administrator for ENL at Shenendehowa and currently teaches in the MAT programs at Bard College and Siena University. She serves on the New York State ELL Leadership Council and the New York State Seal of Biliteracy Task Force, founded and formerly directed the Capital Region ENL Roundtable, and consults with districts and educational organizations across New York State. Her research focuses on the roles, responsibilities, and needs of content area teachers of multilingual learners. Key Takeaways Supporting multilingual learners is a schoolwide responsibility. ENL teachers bring specialized expertise, but every educator needs the knowledge to support language and literacy development.MTSS decisions for multilingual learners should account for language development. Educators need multiple sources of data to distinguish language acquisition from other learning needs.ELD is not an intervention. Language development begins in Tier 1 and continues alongside instruction and intervention throughout Tiers 2 and 3. Timestamps (00:00) Welcome to Literacy Across Languages! (01:28) Meet Dr. Sarah Cioffi (09:09) The Districts That are Getting it Right for Multilingual Literacy (11:43) The Unique Role and Expertise of the ELD Specialist (14:51) MTSS for Multilingual Students (18:27) Determining Whether Multilingual Students Require Intervention (22:09) Designing Instruction for Multilingual Success (27:30) Is ELD Support Just Good Teaching? (33:04) Features of Schools That Center Multilingual Learning (40:46) Expanding Our Knowledge Base as Educators (42:18) The Courage of Multilingual Students (45:24) Until Next Time! Episode Resources Visit SBC Instructional Consulting to learn more about Dr. Sarah Cioffi’s work supporting multilingual learners and educators. Stay Connected Visit us at ⁠literacyacrosslanguages.com⁠, follow us on ⁠Instagram⁠, or connect with ⁠⁠Mary⁠⁠ and ⁠Katherine⁠⁠ on LinkedIn. Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going. Keywords multilingual learners, multilingual literacy, English language learners, ENL instruction, literacy instruction, language development, second language acquisition, MTSS, Tier 1 instruction, reading intervention, special education, reading difficulties, teacher preparation, professional learning, instructional collaboration, co-planning, school-wide capacity, asset-based instruction, multilingualism, Universal Design for Learning, equitable literacy, science of reading, instructional scaffolds, oracy, academic language, content objectives, language objectives, culturally responsive instruction, student identity, literacy access, educator leadership

    E32 - Our Students: A Schoolwide Approach to Multilingual Literacy

  5. Sep 24

    E31 - Between the Lines: Supporting Reading Comprehension in Multilingual Learners

    Dr. Marisa Ramirez Stukey joins Mary and Katherine to explore reading comprehension as an outcome of multiple systems working together rather than a single skill. Their conversation examines how educators can look beneath apparent comprehension difficulties, use students’ home languages and knowledge as resources, and support meaning making across the word, sentence, and discourse levels while keeping language, identity, and cultural context at the center. Dr. Marisa Ramirez Stukey is the Chief Academic Officer for The Reading League and Content Editor for The Reading League Press, where she leads academic strategy and professional learning initiatives and oversees the development of content aligned with the science of reading. She brings more than 20 years of experience as a classroom teacher, instructional coach, higher education instructor, and national consultant, with work centered on literacy, professional learning, and systems change. She is the coauthor of Professional Learning Redesigned: An Evidence-Based Guide and holds a PhD in curriculum and instruction and a master’s degree in reading education from the University of Florida. Key Takeaways: Comprehension is an outcome, not a single skill. It depends on word reading, language, knowledge, strategy use, and motivation working together.English proficiency does not define what multilingual learners know or understand. Look beyond what students can demonstrate in English to uncover their full knowledge and abilities.Look beneath a comprehension struggle to identify what needs support. Accurate decoding does not guarantee understanding, so consider language, knowledge, and cultural context before determining next steps. (00:00) Welcome to Literacy Across Languages! (01:31) Meet Dr. Marisa Ramirez Stukey (06:36) Bridges Between Structured Literacy and Multilingual Education (09:53) Comprehension as an Outcome of Instruction (13:56) Digging Deeper into Comprehension Difficulties (18:24) Reading Comprehension at the Word Level (24:08) Reading Comprehension at the Sentence Level (28:44) Reading Comprehension at the Text Level (31:07) Reading Comprehension Supported by Writing (33:30) The Language We’re Loved In (35:19) Until Next Time! Read Julie A. Van Dyke’s article on language science and syntax in The Reading League Journal.Dig into sentence-level instruction with Syntax: Knowledge to Practice by Margie Gillis and Nancy Chapel Eberhardt.Listen to our conversation with Dr. Antonio Fierro to learn more about amplifying language for multilingual learners. Visit us at ⁠literacyacrosslanguages.com⁠, follow us on ⁠Instagram⁠, or connect with ⁠⁠Mary⁠⁠ and ⁠Katherine⁠⁠ on LinkedIn. Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going. reading comprehension, multilingual learners, multilingual literacy, science of reading, science of language acquisition, language comprehension, word reading, decoding, background knowledge, linguistic knowledge, home language, cross-linguistic transfer, cross-linguistic awareness, vocabulary development, academic language, cognates, morphology, syntax, sentence comprehension, discourse, text comprehension, cultural context, meaning making, comprehension assessment, oral language, reading and writing, oral rehearsal, student identity, evidence-based literacy instruction, language development

    E31 - Between the Lines: Supporting Reading Comprehension in Multilingual Learners

  6. Sep 17

    E30 - More of a Good Thing: Adapting Literacy Instruction for Multilingual Learners

    Dr. Ingrid Heidrick joins Mary and Katherine to explore how educators can use district-adopted literacy curricula while making intentional adjustments for multilingual learners. The conversation examines language demands, background knowledge and comprehension, foundational literacy, oral language development, instructional routines, and the gradual release of scaffolds. Throughout the episode, Ingrid emphasizes teacher knowledge and agency in integrating language development across content areas and the school day. Dr. Heidrick is the founder of Advocating for Emergent Bilinguals Through Language and Literacy, or AEBLL, a New York City-based educational consultancy. A linguist specializing in bilingualism, adolescent literacy, and reading disabilities, she partners with schools and districts to advance outcomes for emergent bilinguals, students with disabilities, and all learners through evidence-based language and literacy instruction that sustains students’ cultural and linguistic identities. She is also the curriculum designer of Linguistics for Teachers, an online professional learning course, and a certified Orton-Gillingham practitioner whose work focuses particularly on adolescent multilingual learners developing foundational language and literacy skills while accessing rigorous academic content. Linguistics for Teachers of Emergent Bilinguals Course with coupon code LAL20! Episode Takeaways: District-adopted literacy curricula may include supports for multilingual learners without fully addressing English language development. Curriculum should serve as a resource rather than replace teacher expertise. Make intentional adjustments based on the linguistic and academic needs of the students.Planning for multilingual learners starts with the text. Identify the background knowledge, concepts, and vocabulary students need before expecting them to analyze the text. Timestamps: (00:00) Welcome to Literacy Across Languages! (01:31) Meet Dr. Ingrid Heidrick (07:03) Implementing Mandated Literacy Curricula with Multilingual Learners (15:00) Identifying Language Demands within Literacy Lessons (20:20) Fidelity and Responsiveness within Disciplinary Literacy Lessons (23:29) Fidelity and Responsiveness within Foundational Literacy Lessons (30:35) Teaching Literacy Skills vs. Teaching Knowledge (34:26) Oral Language as the Base for Literacy Development (39:14) Effective Routines for Language and Literacy Development (45:56) Working as a School Community to Support Multilingual Literacy (53:35) The Brilliance and Resilience of Multilingual Students (56:37) Until Next Time! Explore Dr. Ingrid Heidrick’s resources for putting evidence-based language and literacy instruction into practice at AEBLL.com.Read Dr. Ingrid Heidrick’s recent journal articles on evidence-based language and literacy practices for adolescent newcomers and using literacy assessment data to better support Spanish-speaking newcomers with developing literacy.Revisit our conversation with Dr. Ana Taboada to explore the Active View of Reading for multilingual learners. Stay Connected! Visit us at ⁠literacyacrosslanguages.com⁠, follow us on ⁠Instagram⁠, or connect with ⁠⁠Mary⁠⁠ and ⁠Katherine⁠⁠ on LinkedIn. Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going. Keywords: multilingual learners, emergent bilinguals, literacy instruction, language development, science of reading, language acquisition, curriculum fidelity, curriculum adaptation, teacher agency, instructional decision making, instructional design, reading comprehension, background knowledge, vocabulary instruction, academic vocabulary, oral language, foundational literacy, phonics, morphology, decoding, adolescent literacy, text complexity, scaffolding, instructional routines, WIDA, Can Do Descriptors, standalone ENL, integrated instruction, written expression, multilingual literacy

    E30 - More of a Good Thing: Adapting Literacy Instruction for Multilingual Learners

  7. Sep 10

    E29 - Every Teacher a Language Teacher: Making Language Visible in Literacy Instruction

    Dr. Antonio Fierro explores why language must be understood as the foundation of literacy for English Learners, connecting phonological awareness, word recognition, sentences, and discourse. He discusses how teachers can create language-rich classrooms, listen closely to students’ oral language, build on cross-linguistic knowledge, and pair structured literacy with multilingual education so that rigorous instruction remains accessible without treating language differences as deficits. Antonio A. Fierro is the author of El muro de sonidos y deletreo, a Spanish sound–spelling phonetics curriculum for young children, and co-author of Kid Lips, both published by the 95 Percent Group, where he currently serves as Literacy Expert in Residence. He is also a Visiting Fellow at the Science of Reading Center at SUNY, New Paltz. Dr. Fierro spent nearly two decades as part of the national LETRS cohort of literacy consultants led by Dr. Louisa Moats. He has spearheaded initiatives to advance evidence-based instruction for English learners, shaping education policy at both state and national levels. Drawing on this experience, he is also dedicated to working with higher education institutions to strengthen educator preparation programs, emphasizing the psychology of reading and equipping future teachers to meet the needs of all learners. Key Takeaways Language is the common thread connecting every level of literacy. Sounds become words, words become sentences, and sentences grow into conversations, explanations, and stories. Every classroom functions as a language laboratory. Students need opportunities to experiment with language, make hypotheses, and overgeneralize. Oral language provides a foundation for literacy development. Reading and writing can strengthen language while growing language knowledge also supports reading and writing. Timestamps (00:00) Welcome to Literacy Across Languages! (01:43) Meet Dr. Antonio A. Fierro (11:31) The Thread of Oral Language Across Literacy Development (18:58) Aligning Language and Literacy Instruction (22:36) Observing Student Language to Guide Instruction (28:49) Expanding Teacher Knowledge of Language Development (35:07) Bringing Together Structured Literacy and Second Language Acquisition (39:06) Maintaining Rigor for English Language Learners (44:30) Multilingualism as an Asset, Not a Deficit (46:08) Until Next Time! Episode Resources Deepen your knowledge of language and literacy instruction with LETRS.Check out Dr. Fierro’s book, El muro de sonidos y deletreo, to learn more about Spanish sound-spelling instruction.Learn more about language development standards for multilingual learners through WIDA. Stay Connected! Visit us at literacyacrosslanguages.com, follow us on Instagram, or connect with ⁠Mary⁠ and Katherine⁠ on LinkedIn. Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going. Keywords multilingual learners, English learners, structured literacy, language development, literacy instruction, oral language, science of reading, science of language acquisition, phonological awareness, phonemic awareness, phonics, phonology, orthography, morphology, semantics, syntax, pragmatics, oral discourse, written discourse, cross-linguistic transfer, translanguaging, linguistic assets, language-rich classrooms, teacher language knowledge, explicit instruction, academic language, language scaffolds, educator preparation, biliteracy, multilingual education

    E29 - Every Teacher a Language Teacher: Making Language Visible in Literacy Instruction

  8. Sep 3

    E28 - It Takes a League: Bridging Language and Literacy for Multilingual Learners

    Kari Kurto of The Reading League joins Literacy Across Languages to explore how the science of reading and structured literacy can support multilingual learners and English learners. The conversation examines language as common ground between literacy and EL/EB education, including explicit and systematic instruction, linguistic assets, assessment, contrastive analysis, and how educators can provide comprehensive, evidence-aligned literacy instruction that is responsive to multilingual learners. Kari Kurto is the Director of Policy and Partnerships at The Reading League. She directs all work related to The Reading League Compass, the Curriculum Evaluation Guidelines and Navigation Reports, and TRL's Educator Preparation Program Partnerships. She supports work related to English Learners and Emergent Bilinguals, Diversity, Equity, Inclusion, and Belonging (DEIB) and also runs communities of practice for state education agencies, faculty from educator preparation programs, publishers, and other stakeholder groups seeking to implement evidence-aligned practices. Kari has presented at conferences both nationally and internationally. She formerly worked as a Literacy Specialist at the Rhode Island Department of Education where she led statewide efforts to implement the Rhode Island Right to Read Act. Kari is an Orton Gillingham trained practitioner who worked at Middlebridge School in Narragansett, Rhode Island, and Rawson Saunders School in Austin, Texas. Before her career in education, Kari worked as a Casting Director in Los Angeles. She and her three wonderful children live in southern Rhode Island. Language can serve as common ground across literacy, multilingual education, and special education. A shared focus on language can bridge these communities around student needs.Structured literacy builds educators’ knowledge of how language works. For multilingual learners, this helps teachers build on linguistic strengths and identify areas of need.Multilingual learner specialists need a voice in schoolwide literacy conversations. Their expertise can strengthen language supports and improve instructional coherence. In This Episode: (00:00) Welcome to Literacy Across Languages! (04:18) Meet Kari Kurto (09:39) Collaboration and Building Bridges in Education (10:42) The Science of Reading and Implementation for English Learners/Emergent Bilinguals (16:27) English Learner/Emergent Bilingual Community of Practice (19:10) The Science of Reading is Not One Size Fits All (22:42) Essential Components of Structured Literacy for Multilingual Learners (26:55) Comprehension: Both a Process and a Product (31:21) Structured Literacy Implementation with Multilingual Learners (40:35) The Reading League’s Contrastive Analysis Guide for Understanding Students’ Languages (44:49) Language at the Heart of It All Episode Resources: Explore English Learners / Emergent Bilinguals and the Science of Reading on The Reading League Compass. Use The Reading League’s Contrastive Analysis Resources to compare languages. Read the Joint Statement on the Science of Reading and Implementation for English Learners and Emergent Bilinguals. Stay Connected Visit us at literacyacrosslanguages.com and follow us on Instagram or LinkedIn! ⁠ Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going. science of reading, structured literacy, multilingual learners, English learners, emergent bilinguals, language development, literacy instruction, comprehensive literacy, evidence-aligned instruction, explicit instruction, systematic instruction, phonological awareness, phoneme awareness, phonics, fluency, morphology, semantics, syntax, reading comprehension, knowledge building, writing, contrastive analysis, linguistic assets, home language, dual language instruction, assessment, data analysis, collaboration, teacher knowledge, multilingual literacy, The Reading League

    E28 - It Takes a League: Bridging Language and Literacy for Multilingual Learners
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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
    35
  • Rating
    Clean
  • Copyright
    © Literacy Across Languages
  • Show Website
    Literacy Across Languages

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