Emergent bi/multilingual children have historically been afforded few opportunities to engage dialogically with peers and teachers in posing authentic questions and co-constructing interpretations of texts as their reading instruction has traditionally been skills driven. Additionally, more recent scholarship has identified increased opportunities…

Building on the research on translanguaging practices in classrooms (e.g. García, 2009; Sayer, 2011) and immigrant families' literacy practices (e.g. Gregory et al., 2004; Li, 2006), this qualitative study explores the nature of translanguaging practices of four Korean bilingual children and their families in home literacy events. Participant…

This study estimates program effects (English immersion versus primary language instruction using varying degrees of Spanish) upon English and Spanish word identification in the context of changing classrooms (cross-classification) from kindergarten through second grade. Letter-word identification is an important predictor of early reading…