Digest

This episode of Melissa and Laurie Love Literacy delves into the science of reading research and its application to multilingual learners. The hosts, Melissa and Laurie, interview Claude Goldenberg, a professor emeritus of education at Stanford University, to clarify the terminology used to describe multilingual learners and to address the misconception that the science of reading doesn't apply to them. Goldenberg emphasizes that the science of reading refers to a vast body of research that informs how learners become literate, regardless of their language background. He debunks the myth of a "bilingual brain" that requires a fundamentally different approach to literacy instruction, explaining that the brain circuitry involved in reading is the same for all learners, but that multilingual learners require additional support in phonology and semantics. Goldenberg highlights key studies by Sharon Vaughan and Lenea Ari that demonstrate the effectiveness of early interventions that incorporate English language development components alongside foundational reading skills. He emphasizes the importance of building on students' strengths and providing explicit, systematic instruction that aligns with the science of reading, while also addressing the need for additional support in language development. Goldenberg concludes by urging leaders in the field to stay up-to-date on the research and to be transparent about what is known and what needs further investigation, emphasizing the shared responsibility to ensure that all children have access to high-quality literacy instruction.

Outlines

00:00:00

Introduction

This Chapter introduces the podcast, Melissa and Laurie Love Literacy, and the topic of the episode: the science of reading research and multilingual learners.

00:00:04

Guest Introduction

This Chapter introduces Claude Goldenberg, a professor emeritus of education at Stanford University, as the guest for the episode. He is known for his expertise in the science of reading and multilingual learners.

00:00:10

Clarifying Terminology

This Chapter focuses on clarifying the terminology used to describe multilingual learners, including English learners, emergent bilinguals, and multilingual learners. Goldenberg explains the evolution of these terms and emphasizes that they all refer to the same group of students: those who come from homes where a language other than English is spoken and who are not yet proficient enough in English to fully access mainstream instruction.

00:04:51

The Science of Reading and Multilingual Learners

This Chapter delves into the science of reading and its relevance to multilingual learners. Goldenberg clarifies the concept of the science of reading as a body of research that informs how learners become literate, emphasizing that it is not about certainty but rather about probabilities. He debunks the myth that the science of reading doesn't apply to multilingual learners, citing research that directly addresses best practices for teaching reading to English learners.

00:16:28

The Brain and Bilingualism

This Chapter explores the relationship between the brain and bilingualism. Goldenberg clarifies that while there are functional differences in the brains of bilingual individuals, these differences don't necessitate a fundamentally different approach to literacy instruction. He explains that the core processes involved in reading, such as connecting sounds to symbols and meanings, are the same for all learners, but that multilingual learners require additional support in phonology and semantics.

00:30:02

Building on Strengths and Addressing Instructional Needs

This Chapter emphasizes the importance of building on students' strengths and addressing their instructional needs. Goldenberg challenges the dichotomy between an assets-based approach and a deficit-based approach, arguing that both perspectives are essential for effective instruction. He highlights the importance of identifying students' strengths and providing explicit, systematic instruction that aligns with the science of reading, while also addressing the need for additional support in language development.

00:46:49

Knowledge Building and Vocabulary Development

This Chapter focuses on the importance of knowledge building and vocabulary development for multilingual learners. Goldenberg emphasizes that while foundational reading skills are crucial, it is equally important to build students' background knowledge and vocabulary, both through oral language and through reading. He stresses the need for efficient and effective instruction that addresses all aspects of literacy development, recognizing the time constraints faced by teachers.

00:53:06

Conclusion

This Chapter concludes the episode with a call for leaders in the field to stay up-to-date on the research and to be transparent about what is known and what needs further investigation. Goldenberg emphasizes the shared responsibility to ensure that all children have access to high-quality literacy instruction.

Keywords

Q&A

• What is the science of reading and how does it apply to multilingual learners?

  The science of reading is a body of research that investigates how learners become literate. It emphasizes the importance of explicit, systematic instruction in foundational reading skills, such as phonological awareness, phonics, fluency, vocabulary, and comprehension. While much of the research has been conducted with monolingual speakers, there is a growing body of research that directly addresses best practices for teaching reading to multilingual learners. The science of reading applies to all learners, but multilingual learners require additional support in phonology and semantics to bridge the gap between their native language and English.

• What are some key studies that demonstrate the effectiveness of the science of reading for multilingual learners?

  Two key studies by Sharon Vaughan and Lenea Ari demonstrate the effectiveness of early interventions that incorporate English language development components alongside foundational reading skills. These studies show that multilingual learners who receive this type of support make significant progress in reading compared to those who do not.

• What is the importance of building on students' strengths and addressing their instructional needs?

  It is crucial to build on students' strengths and address their instructional needs. Multilingual learners come to the classroom with a wealth of knowledge and experiences, and it is important to recognize and build upon these assets. At the same time, they have specific instructional needs, such as developing English language proficiency and mastering foundational reading skills. Effective instruction involves identifying students' strengths and providing explicit, systematic instruction that addresses their needs.

• How can teachers effectively build knowledge and vocabulary for multilingual learners?

  Teachers can effectively build knowledge and vocabulary for multilingual learners by incorporating both oral language and reading experiences. Oral language activities, such as discussions, storytelling, and vocabulary games, can help students develop their understanding of English. Reading experiences, such as shared reading, guided reading, and independent reading, can provide students with exposure to rich vocabulary and concepts. It is important to select texts that are engaging and accessible to students' language levels and to provide explicit instruction in vocabulary and background knowledge.

• What are some common misconceptions about the science of reading and multilingual learners?

  One common misconception is that the science of reading doesn't apply to multilingual learners. This is not true. The science of reading provides a framework for understanding how all learners become literate, and it is essential for supporting multilingual learners. Another misconception is that multilingual learners have a "bilingual brain" that requires a fundamentally different approach to literacy instruction. This is also not true. The brain circuitry involved in reading is the same for all learners, but multilingual learners require additional support in phonology and semantics.

• What is the role of skepticism in the science of reading?

  Skepticism is a healthy part of the scientific process. It is important to be skeptical of claims that are not supported by evidence. However, it is also important to distinguish between informed skepticism, which is based on a thorough understanding of the research, and uninformed skepticism, which is based on a lack of understanding. Informed skepticism can drive scientific progress, while uninformed skepticism can hinder it.

• What are some key takeaways from this episode?

  This episode highlights the importance of understanding the science of reading and its application to multilingual learners. It debunks myths about the relevance of the science of reading for this population and emphasizes the need for explicit, systematic instruction that builds on students' strengths and addresses their instructional needs. It also underscores the importance of staying up-to-date on the research and being transparent about what is known and what needs further investigation.

• What are some resources for teachers who want to learn more about the science of reading and multilingual learners?

  There are many resources available for teachers who want to learn more about the science of reading and multilingual learners. Some helpful resources include the National Reading Panel report, the International Dyslexia Association website, and the work of researchers such as Sharon Vaughan, Lenea Ari, and Claude Goldenberg.

• What is the importance of providing additional support for language development for multilingual learners?

  Providing additional support for language development is crucial for multilingual learners. They are learning to read in a language that they are simultaneously learning to understand and speak. This requires explicit instruction in the phonology and semantics of English, as well as opportunities to use English in meaningful contexts.

Show Notes