Curriculum & Instruction — Multilingual Learner Action Guide for Literacy

PILLAR #1

Curriculum & Instruction Actions

Essential Actions

1.1 Approach MLs equitably, with comprehensive and intentional intersection of literacy and integration of the four domains of language >

1.2 Bridge cross language connections and metalinguistic awareness >

1.3 Use oral language as foundation >

1.4 Provide grade level texts, meaning making and comprehension opportunities >

Multilingual Learners benefit from seeing themselves in the curriculum, opportunities to bring their home language and culture into the classroom, and share in critical thinking and rich academic content.

In order to grow and thrive, teachers of MLs must integrate and coordinate the development of literacy and language skills through culturally responsive instruction.

Effective literacy instruction for multilingual learners begins with High-Quality Instructional Materials that are culturally responsive and sustainable, with built-in supports for these students. Teachers must understand how these materials align with literacy and language development research. The approach incorporates Dr. Jose Medina's four + 1 language domains: speaking, listening, reading, writing, plus metalinguistic awareness, and stresses the importance of foundational literacy through Tier 1 instruction. The tool highlights the need for balanced development in decoding, encoding, and meaning-making, and provides tools for building neurological connections between languages, using methods like "Dictado" for Spanish-English foundational skills.

The tool advocates for integrating meaning-making and oral language within grade-level content, steering multilingual learners towards grade-level independence and mastery. While it offers a start for Dual Language teachers, it currently lacks extensive resources for writing domains, focusing instead on reading and oral skills.