Exploring the Critical in Biliteracy Instruction

In this article the researchers explain a concept that they have termed "critical biliteracy instruction." Utilizing a sociocultural approach to literacy and language learning, they examine discourse theory and the four resources model (Freebody & Luke, 1990) to support the approaches...

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Bibliographic Details
Published inTESOL journal Vol. 11; no. 1
Main Authors Medlock Paul, Casey, Vehabovic, Nermin
Format Journal Article
LanguageEnglish
Published Wiley-Blackwell 01.03.2020
Subjects
Bilingual Education
Discourse Analysis
Educational Practices
Educational Strategies
English (Second Language)
Reading Comprehension
Second Language Instruction
Second Language Learning
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Summary:In this article the researchers explain a concept that they have termed "critical biliteracy instruction." Utilizing a sociocultural approach to literacy and language learning, they examine discourse theory and the four resources model (Freebody & Luke, 1990) to support the approaches they describe. Then they explore research-based dialogic practices that second and foreign language teachers may engage in to help emergent bilinguals develop reading comprehension in English. The authors also highlight research-based high-impact practices and strategies that language teachers can use to promote critical biliteracy in the classroom.
ISSN:1949-3533
DOI:10.1002/tesj.456