Today’s educators are teaching the most linguistically diverse student population in United States history. To ensure educational equity for English learners, teachers must be skillfully equipped with instructional practices rooted in the science of reading.
The “science of reading” refers to a vast body of multi-disciplinary research that provides a rationale for what must be taught to ensure that almost all students can learn to read. However, do all reading science practices apply equally when teaching English learners?
Our podcast guests have championed using the science of reading with the English learner as a top priority in everything they do.
Drs. Cardenas-Hagan and Fierro will discuss the opportunities and the challenges educators encounter when teaching reading to English learners. They’ll explore:
- The importance of structured language teaching, for all kids, but especially English learners
- The need for teachers of English to understand how language works, which allows instructors to better scaffold the instruction for English learners
- The specifics of that scaffolding of instruction, and tips on what educators can and should do to help English learners achieve reading success
- Specifics of teaching reading, including assessment and MTSS, through the lens of the English learner
- Why it’s critical that classroom instruction includes pedagogy and approaches that take into consideration the anthology of bilingualism—a pedagogy that reflects the understanding of how two languages interact.
- The need to preserve heritage languages and cultures, while providing encouraging biliteracy or multiliteracy skills for all students
- Resources and guidance available from The U.S. Department of Education's Office of English Language Acquisition (OELA), which provides national leadership to help ensure that English Learners and immigrant students attain English proficiency and achieve academic success.
