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Emergent bilingual students draw on their linguistic repertoires, moving fluidly between named languages and varieties to meet communicative ends. However, these translanguaging abilities are often not supported in English‐dominant school settings. The author proposes six design principles that educators can use to create instructional strategies that support emergent bilinguals’ translanguaging in the classroom. The author then describes an instructional activity that was created and implemented following the design principles. During this activity, second‐grade emergent bilingual students used tablets to record and share multilingual e‐books. As a result, not only were students’ translanguaging abilities supported, but students were also able to create bilingual written texts and develop strategies to effectively translate for one another.

Multilingual students arrive in classrooms with rich language knowledge and funds of knowledge. Educators must recognize that emergent bilinguals speak multiple languages. They have one unitary language system; their language is bilingualism. Whether in a monolingual classroom setting or a multilingual setting, when working with emergent bilinguals, it is important that all of the students’ linguistic resources are welcomed into the classroom. The author describes how, as a first‐grade dual‐language (Spanish–English) teacher, she used children's literature and translanguaging to support her emergent bilinguals in using all of their linguistic resources to make meaning and build a linguistically sustaining space. The use of the text created a space for the teacher to model translanguaging and for the students to use all of their linguistic resources.

This study introduces parents’ roles in the community Korean–English bilingual family literacy program named Family Storytime. It was offered at the Korean church for 30 minutes during lunch time on Sundays over 3 months. The Korean parents played two major roles: facilitators and participants. As facilitators, the parents advertised the literacy program to other Korean families, set up the room, managed children’s behaviors, and assisted bookplay activities. The Korean parents were active participants who responded to the book, interacted with children, and gave positive feedback to children. The parents’ heritage–language skills and funds of knowledge were valuable resources at the Family Storytime sessions. This study offers an example for how bilingual parents can be involved in family literacy in schools and communities.

In this article, the author invites teachers of children who are bilingual, multilingual, and at promise for bi‐/multilingualism to honor and build on their rich literacy practices. To do so, she challenges ideas and labels that continuously disempower bilingual and multilingual learners. Souto‐Manning establishes the understanding that education is a human, civil, and legal right and briefly reviews the laws determining the education of bilingual children in the United States. In doing so, she explores issues of access and equity in education, then focuses on Ladson‐Billings's concept of culturally relevant teaching and shares examples of culturally relevant teaching in action. These examples come from dual‐language and ESOL classrooms in the United States. She concludes by inviting readers to consider ways to honor and build on the language and literacy practices of bilingual and multilingual learners.

The study examines four adolescent multilinguals’ engagement with religion, as well as outcomes of that engagement, in an out‐of‐school book club. The qualitative analysis of participants’ talk in book club meetings, writing responses, and individual interviews revealed that multilinguals tap into their religious knowledge and identities in making sense of secular literature. Engaging with different religious identities in literature discussion inevitably led to conflicts and tensions, but the ways in which the multilinguals dealt with the conflicts varied. In spite of tensions, they gained academic and social competence as learners of English as an additional language (EAL). This investigation contributes to the scarce body of literature around the interconnectedness among religion, identity, and literacy. It also adds to the field by depicting interactions of EAL learners from diverse religious backgrounds, nonbelievers and believers in Hinduism and Islam.

Educators consider guided reading one of the most powerful instructional tools in a reading teacher’s arsenal. Yet, when it comes to emergent bilinguals in both monolingual English and bilingual settings, guided reading is implemented monolingually, or in one language at a time. As the field of reading instruction has moved toward a more asset‐based take on students’ bilingualism, integrating a bilingual approach to guided reading is necessary. The authors offer educators a lens to understand how emergent bilinguals’ resources and bilingualism can be incorporated into guided reading, along with concrete examples that can assist teachers in enacting these practices in their classrooms.

This study reports on Mexican‐origin university students' perceptions of their K–12 literacy experiences and preparation for college‐level reading. Participants were first‐generation college students from Spanish‐dominant homes enrolled in a reading‐intensive course at a four‐year Hispanic‐serving institution. The study was conducted as part of an initiative to assist predominantly low‐income, Latino/Hispanic students enrolled in entry‐level reading‐intensive courses, with the goal of improving postsecondary persistence. Data consisted of individual interviews and participants' language and literacy autobiographies and were analyzed from an ecology‐of‐literacy perspective. Findings included contrasts between home and school literacy forms and practices, differences between high school and college as learning environments, linguistic discrimination experienced at school, and negative ideologies associated with Spanish as a barrier to the development of strong literacy skills in English. Suggestions are offered for improving academic literacy instruction for Mexican‐origin youths.

Despite a long-standing awareness of academic language as a pedagogically relevant research area, the construct of academic-language proficiency, understood as a more comprehensive set of skills than just academic vocabulary, has remained vaguely specified. In this study, we explore a more inclusive operationalization of an academic-language proficiency construct, core academic-language skills (CALS). CALS refers to a constellation of highutility language skills hypothesized to support reading comprehension across school content areas. Using the Core Academic Language Skills Instrument (CALS-1), a theoretically grounded and psychometrically robust innovative tool, we first examined the variability in students' CALS by grade, English proficiency designation, and socioeconomic status (SES). Then, we examined the contribution of CALS to reading comprehension using academic vocabulary knowledge, word reading fluency, and sociodemographic factors as covariates. A linguistically and socioeconomically diverse cross-sectional sample of 218 students (grades 4-6) participated in four assessments: the CALS-1, a standardized reading comprehension assessment (Gates-MacGinitie Reading Test), an academic vocabulary test (Vocabulary Association Test), and a word reading fluency test (Test of Silent Word Reading Fluency). General linear model analysis of variance revealed that CALS differed significantly by grade, English-proficiency designation, and SES, with students in higher grades, English-proficient students, and those from higher SES backgrounds displaying higher scores, on average. Hierarchical multiple regression analyses identified CALS as an independent predictor of reading comprehension, even after controlling for academic vocabulary knowledge, word reading fluency, and sociodemographic factors. By specifying a set of language skills associated with reading comprehension, this study advances our understanding of school-relevant language skills, making them more visible for researchers and educators.

The study focuses on a digital storytelling project conducted in a school district's transition program, in which adolescent refugee and immigrant English learners were invited to share aspects of their identities and social worlds through a range of modes. In this article, the authors look closely at one student's digital story through a multimodal analysis of three slides. The findings show how engaging with nonlinguistic modes provided enhanced opportunities for the student to explore and make visible complex and facets of his life and identity, particularly as they relate to difficult past experiences.

This Teaching Tip describes how one second‐grade teacher used whole‐class repeated reading (WCRR) to promote social interaction and develop reading confidence with English learners (ELs). The authors share a brief review of professional literature on the challenges of ELs and the benefits of repeated reading and WCRR. The authors also provide instructional recommendations for teachers interested in using WCRR in the classroom: prepare intentionally and implement systematically, select texts thoughtfully and sensitively, promote active engagement, support public performance and family involvement, and support reading growth and development. The authors end with final thoughts about how WCRR can help create an inclusive classroom and ultimately help all students, particularly ELs, learn together in an active, meaningful, and enjoyable environment.