Dr. Carrie McDermott Goldman is an associate professor, consultant, coach, and mentor focused on instructional practices, curriculum development, and program design for multilingual learners. She serves as the Interim Director of Graduate, Post-Graduate, and Professional Studies Programs, TESOL/bilingual program coordinator, and director of the CR-ITI ESOL/bilingual grant at Molloy University where she teaches language acquisition, content knowledge development, and how to teach and assess multilingual learners using culturally appropriate methods. Carrie’s most recent publication, Nine Dimensions of Scaffolding for Multilingual Learners, was co-authored with Dr. Maria Dove and Dr. Andrea Honigsfeld. Their next collaborative book, Wait, Just Don't Translate, is forthcoming. In this episode, Dr. Carrie McDermott-Goldman explores how K–3 teachers can build linguistically inclusive classrooms where multilingual learners participate fully in literacy instruction. Drawing on her experience as a classroom teacher, teacher educator, and instructional coach, Carrie explains how intentional routines, instructional language, and classroom practices lower anxiety and increase access to grade-level reading and learning. She emphasizes that language develops through use—not exposure alone—and highlights the SWiRL framework (Speaking, Writing, Interaction, Reading, and Listening) as a way to integrate meaningful interaction across literacy instruction. Carrie also shares practical guidance for working within scripted curricula while expanding scaffolds—such as visuals, modeling, and predictable routines—to preserve meaning, support participation, and honor multilingual learners’ identities. Key Takeaways: Students need opportunities to use language across all modalities. The SWiRL framework (Speaking, Writing, Interaction, Reading, Listening) helps teachers intentionally integrate all components of language into daily literacy instruction. Predictable routines—such as morning meetings, entry procedures, and repeated instructional structures—lower cognitive load and support participation for multilingual learners. Linguistically inclusive classrooms make students visible and valued. Incorporate multilingual labels, flexible seating, translanguaging, and representation in texts and student work. Teaching with fidelity does not mean teaching without flexibility. Teachers can add scaffolds such as visuals, chunked directions, modeled responses, and focused summaries while maintaining grade-level expectations. Timestamps: (00:00) Welcome to Literacy Across Languages! (03:22) Meet Dr. Carrie McDermott Goldman (06:17) Creating Inclusive Learning Environments (09:38) Becoming Intentional Teachers (15:02) The Power of Predictable Routines (24:32) SWiRL-ing for Language Development (25:50) Making Instructional Language Accessible (29:01) Fidelity vs. Flexibility (33:42) Multilingual Teacher Preparation (37:28) The Lasting Impact of Inclusive Teaching (40:42) Takeaways Episode Resources: Interested in learning more about Carrie’s recent collaborative publication on the Nine Dimensions of Scaffolding? Check out her featured article in Language Magazine. Take a look at Carrie’s 5 quick strategies to help your English learners engage in class. 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: linguistically inclusive classrooms, multilingual literacy, classroom routines, instructional design, SWiRL, interaction, translanguaging, predictable routines, classroom environment, oral language development, early literacy, scaffolding, fidelity and flexibility, teacher language, modeling, visuals, cognitive load, affective filter, multilingual learners, science of reading, language acquisition
