Recently, our founder Heather Robertson-Devine attended the presentation, "Plenary Session #2 - Voices from the Field: The Impact of Science of Reading Initiatives in Bilingual/English Learner Programs". Where Dra. Kathy Escamilla, Kim Strong, Shelley Spiegel-Coleman and Martha Hernandez shared the report, "Voices from the Field: Impact of the Implementation of the Science of Reading Instruction and Polidy on Emergent Bilingual/English Learner Literacy Programs and Teachers."
This study investigates the impact of recent Science of Reading (SoR) policies on classroom instruction, especially for English Learners (ELs) in both English-only and bilingual/dual-language programs. The findings are based on interviews with 77 educators across 21 states, examining how these policies are being implemented in diverse contexts.
Key Concerns Highlighted:
- Foundational Skills Overemphasis: While teachers value the increased attention to foundational skills, they feel pressured to dedicate excessive class time to phonics, often at the expense of other essential literacy components like comprehension, writing, and oral language development.
- ELD Time Reduction: The increased time spent on foundational skills often leads to a reduction in designated English Language Development (ELD) time, which is crucial for ELs' language acquisition.
- Compromised Dual Language Programs: The emphasis on English foundational skills encroaches on dual-language programs, pressuring teachers to reduce instruction and literacy development in other languages. This compromises the goals of bilingualism and biliteracy.
- Reduced Curriculum Access: The increased time for literacy instruction, dominated by foundational skills, often results in reduced time for other subjects like science and social studies, further limiting ELs' learning opportunities.
- Negative Impact on Teacher Practice: The rigid implementation of SoR policies often reduces teacher autonomy, leading to a heavy reliance on scripted lessons and a sense of inadequacy in meeting diverse student needs.
- Lack of Cultural Inclusivity: Many mandated SoR materials lack cultural inclusivity and relevance, failing to represent the diverse backgrounds of students and potentially perpetuating ethnocentric views.
Recommendations:
The study urges policymakers, educators, and publishers to revise current approaches to literacy instruction, advocating for a more comprehensive and inclusive model that better supports ELs' needs. This includes:
- Aligning policies with current research on EL literacy development.
- Providing more support and flexibility for teachers.
- Developing culturally inclusive and relevant materials.
- Ensuring designated ELD time is protected.
The study emphasizes the urgency of addressing these issues to avoid further marginalization of ELs and ensure equitable access to quality education for all students.
Books del Sur's Actions
- Ensure our literature represents a the diversity of dual language students by:
- Communicating with our publishing partners the needs of U.S. dual language students.
- Curating literature with our teacher collaborative to ensure the narratives are inclusive and relevant.
- Curate Spanish and English literature collections that support core curricular resources.
- Curate Spanish and English literature collections that are rigorous and engaging for dual language student from grades Pre-Kindergarten through high school.
- Provide teacher support materials to guide the use of literature in support of their core curriculum.
- Provide professional learning opportunities for teachers to understand the cross-curricular content connections in literature.
