Teaching for Biliteracy in the United States: Pitfalls and Recommendations
DOI:
https://doi.org/10.55737/psi.2025c-43106Keywords:
Teaching for Biliteracy, Oracy, Academic Vocabulary, The Bridge, English Language Development (ELD) Standards, WIDA Can Do Descriptors, Bilingual Education, Language Transfer, English Learners (ELs)Abstract
This article critically examines Teaching for Biliteracy as an evidence-based framework designed to support both language acquisition and academic development among English Learners (ELs). Anchored in the foundation of English Language Development (ELD) standards with content-area instruction, this study particularly emphasizes the centrality and salience of oracy, intentional academic vocabulary instruction, and cross-linguistic transfer between English and Spanish as a mechanism to bolster metalinguistic awareness. The Bridge component—central to the framework—facilitates deliberate, scaffolded transfer of both content knowledge and language skills across languages, enabling educators to design instruction that is both responsive and rigorous. In actuality, embedding oracy-focused strategies explicitly with vocabulary instruction, teachers can enhance ELs’ capacity to engage critically with Quad Text Sets (QTS) and participate meaningfully in academic discourse. Through this lens, the article seeks to advance a research-based blueprint for biliteracy instruction that is inextricably intertwined with ELD standards while fostering sustained bilingual proficiency and increasing academic achievement.
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