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This article describes a pilot that provided Spanish literacy instruction one day per week for sixteen weeks to a group of fourth grade Spanish-speaking English language learners enrolled in an English-only instructional environment. The curriculum was not pre-set. Rather, instructional decisions were made based on knowing the students, their backgrounds, and affect toward literacy in English and in Spanish. However, all instruction was guided by 3 main tenets: a) Culturally responsive instruction; b) rich vocabulary instruction; and c) cross-linguistic awareness. Descriptions of the nature of instruction are provided.