Why Structured Literacy is BAD for our MLLs
I'm worried about our multilingual learners, mi gente.
And this is notable because I am not a known worrier. Just ask my sister, who actually inherited that Jewish gene.What worries me about the state of reading instruction for bilinguals is how structured literacy initiatives, like Science of Reading (SoR), are narrowing the spotlight on what counts as effective literacy growth or proficiency. And that narrowing only harms the academic trajectories of our multilingual learners, and the decisions being made by key stakeholders in their perceptions of our MLLs.
We pour our hearts into the work that we do with our students, and we really want to see positive outcomes.
It’s time to call for a more expansive, and nuanced, lens on what counts - and what works! - for the reading instruction of MLLs. And it behooves Science of Reading advocates to shut up and listen to this critique, backed by so much scholarship and advocacy on the topic of bilingual and biliteracy instruction (NCEL, Proctor, Escamilla, Noguerón-Liu).TLDR; click here for my Language Ideologies handout.
I'm calling for us to imagine greater lenses with which to answer these questions about bilingual ed:
Let's dig in, shall we?
Tracking Goal Progress in our Bilingual Classrooms
We know the drill: data, data, data. As educators in bilingual spaces, we know the importance of measuring progress toward literacy goals.
Let’s consider formative reading assessments.
Allison Briceño and Adria Klein proposed a framework to better help teachers understand and support students’ reading development through formative assessments.
Their framework calls for assessing multiple aspects of reading, such as:DecodingFluencyComprehensionMotivation
What’s missing from structured literacy?
To capture a bilingual student's understandings, teachers must recognize the unique challenges and opportunities that arise when teaching a student who is learning in multiple languages. Noguerón-Liu (2020) highlights the importance of recognizing students’ cultural and linguistic backgrounds, and identifies the challenges faced by MLLs, such as limited access to quality instruction and resources in their home language, and the need for more research and advocacy to address these issues.
What does this look like in the day-to-day work in schools? Movement building does not happen in big-policy gestures, it actually builds from advocates (like you) finding their “small brave moments” where you can leverage your inner voice that speaks in the language of justice and positive change. If you’re interested in learning more about this movement, click here!
Ultimately, supporting MLLs’ success requires a deep understanding of students’ needs and experiences, as well as a commitment (and the courage!) to promoting equity and social justice in educational spaces.
Un-Learning “What Works”
We always have to unlearn things. When it comes to teaching MLLs, there are many misconceptions we must unlearn. One common misconception is that students must abandon their home language in order to become proficient in English.
However, research shows that students who maintain and develop their home language while learning English often perform better academically. Teachers must also be mindful of the cultural biases inherent in many literacy practices and materials, such as assuming a single, standard form of English is the only correct way to communicate.
So when I partner with schools, I often approach our debriefs from a place of “UNLEARNING”… I’m curious about what myths or old assumptions about language teachers can let go of in order to move forward with a language-centered mindset.
Other “un-learnings” from my ambassadors include:
“I had to unlearn that my pace always has to be fast”
“I un-learned that my shy student would never participate in class discussions, until Lillian helped me see that with some oracy strategies and slower pacing, even shy students can find their voice!”
What is The Monolingual Bias?
Which brings us to a really central component of structured literacy that very few advocates are talking about. THE MONOLINGUAL BIAS. What makes the monolingual bias so tricky to spot in most classrooms and ed policies is that it's the dominant perspective we take in US contexts of schooling. (And sadly, I'm learning this is also true for international schools).
The colonial legacy (rooted in supremacy by/for the dominant group) infiltrates all areas of society. The more I engage with my peers in scholarship, school leadership and political organizing, the more this topic surfaces.
Take for example a conversation I had with a network of local Latinx administrators, who were attending a conference on empowerment (the irony of this conversation will become clear shortly). When I nudged one leader to explain “why aren’t there more dual language programs in this district?” he scoffed and replied, “yeah- well you need staffing and high-level bilingual teachers for that. We don’t have that, probably never will, so transitional programs are the best we can do.” (did ya catch the irony?) THIS is the monolingual bias at play, and the more we share stories like this, the easier it will be to disrupt those conversations one key stakeholder at a time. In short, Bilingual ed and TESOL practitioners must recognize and actively work to dismantle these biases to support the full biliteracy development of multilingual learners.
Ok, I know you’re thinking: “Lillian, tell me what actually works!” Keep scrolling, friend.
Here’s What Works
In this image below, we’re looking at an example of the big internal planning battle: How do we incorporate important themes and connections, without overloading ourselves and “straying” from the main curriculum? Read on as Susan (a monolingual 4th grade teacher) asks help of her ESL colleague, Zoraida.
What jumps out to you? Can you spot the monolingual bias in Susan’s (well-intentioned) reasoning?
Maybe you identify with Susan, and feel some shame swirling around you for advocating for below-grade level texts. Perhaps you are more Zoraida, who is tugged and pulled into emotionally-draining conversations day after day, when the well-meaning colleague just can’t see through her deficit lens. If I’m honest, I’ve been BOTH Susan and Zoraida in my 10 years as a bilingual teacher and coach.
The truth is: we have to put in the work to change our mindset. When we focus on valuing multiculturalism and bilingualism, it becomes second nature to build these important themes into instruction. Through awareness of our own and others’ language ideologies, we can more effectively support our students’ emergent bilingualism and cultural backgrounds. Not only does this build on and value students’ linguistic and cultural diversity, it also creates a more inclusive and equitable classroom practice.
What this means for us:
It’s time to recognize and value the cultural and linguistic diversity of students.
Hello, acknowledging and celebrating diverse backgrounds! Look for opportunities to build these into the curriculum, using materials that reflect students’ cultures and languages. Encourage students to share their experiences and perspectives.
2. We should use a range of instructional strategies to support students with different language abilities and language styles.
You know: visual aids, graphic organizers, group work, hands-on activities, etc. And if you really wanna nerd out and talk theory, check out Kris Guttierez and colleagues’ work on designing for a third space.
3. Provide language development support.
Look for opportunities to practice all modes of communication (listening, reading, speaking, writing) in both languages. You can dig into bilingual materials, scaffolding to support comprehension. Remember this easy hack: any time you play videos- THROW THE CLOSED CAPTIONS ON TO BOLSTER THE CONNECTION BETWEEN ORAL AND WRITTEN LANGUAGE!
4. Foster a sense of community and belonging.
I know you’re already building a safe space that fosters a sense of community and belonging, and let’s take that a step further by setting clear expectations for behavior and participation, encouraging positive relationships, and providing opportunities to share perspective and experiences.
