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Iowa Gives Every G1 Student Decodable Books

Governor Kim Reynolds and the Iowa Department of Education have announced a statewide investment of over $3.5 million to provide every first-grade student with decodable book packs to take home and keep, reinforcing classroom instruction.

“Iowa is making early literacy a top priority, recently enacting landmark literacy legislation, improving state standards and ensuring teachers have the tools they need to hone this foundational skill in their students,” Governor Reynolds said. “These book packs, based on the science of reading, bring parents more fully into that process by giving them a fun way to reinforce at home what their children are learning at school. It’s a powerful way to teach our kids to read—so they can spend a lifetime reading to learn.”

“In partnership with their classroom teachers, families across Iowa can use these evidence-based book packs to reinforce phonics and decoding skills with their children anytime, anywhere,” said Iowa Department of Education director McKenzie Snow. “These decodable books meet students where they are, supporting reading comprehension that unlocks a child’s lifetime of potential.”

The book packs are being provided to all public and accredited nonpublic elementary schools to give to nearly 38,000 first-grade students. Kindergarten through second-grade students in need of support who attended a department-funded high-quality summer reading program or a Learning Beyond the Bell out-of-school program this year will also receive decodable book packs to further advance their reading gains.

In total, more than 100,000 book packs will be sent to all public and accredited nonpublic schools across the state this winter. Schools and families do not need to apply—the book packs will be sent directly to them. One million books will be sent in total as part of the book packs.

Funds for these science of reading– aligned book packs are provided through the Iowa Department of Education’s portion from the American Rescue Plan Elementary and Secondary School Emergency Relief (ARP ESSER) Fund and the American Rescue Plan Emergency Assistance to Nonpublic Schools (ARP EANS) Fund to address state-level educational efforts.

Leading with a Culture of Caring

When Francisco Lopez was twelve, he and his parents moved from Santiago, Brazil, to a small town in Massachusetts, where his father began working as a Portuguese professor at a university. Accompanied by his parents, Francisco enrolled in a local middle school, where his father enacted the role of family interpreter.

They are greeted by the school principal, Mr. Murtaugh, who graciously takes them on a quick tour of the school. At the conclusion, Francisco takes a language test to determine if he is a multilingual learner. A week later, he begins school. Hearing a cacophony of sounds in a language he does not understand and unsure where his classrooms, locker, or anything is in the building, he pulls his cell phone out of his pants pocket and calls his mother. “Please come get me!” he implores. His mother grabs her keys and hurriedly drives to the school, where Francisco anxiously waits for her to rescue him from the painful experience.

When his father arrives home from work and asks how Francisco’s first day of school went, Francisco and his mother are afraid to tell his father the truth for fear of disappointing his choice to move the family so far from home. Throughout the rest of the week, Francisco goes to school briefly and calls his mother to take him home. While this is occurring, [neither] Mr. Murtaugh nor his teachers have any idea that Francisco is missing the first week of classes.

It is not until the end of the week that Francisco and his mother tell his father what is occurring. Armed with this information, the whole family returns to the middle school to meet with Principal Murtaugh to see what can be done to ensure that Francisco is welcomed into his new school community.
(Cohn-Vargas and Zacarian, 2024, pp. 23–24)

In this article, we explore some of the key foundations for building a culture of trust and compassion and why it matters. We also provide three ways that educational leaders can foster this culture through building trusting and caring spaces at school and affirming home–school partnerships.

Consider your responses to the following questions:
1. Describe two or three activities that Principal Murtaugh did to support Francisco and his family in feeling welcome.

2. What are two or three additional activities that you would have liked Principal Murtaugh to have done?

3. How do the activities that you listed account for Francisco’s home language and culture?

We have asked these questions of many school administrators across the US and elsewhere. Many reply that multilingual, multicultural staff welcome new students and their families. Many also share that they are too busy to meet with individual students and families and trust that staff will support new students’ entree. We understand this challenge, especially because school administrators perform a huge number of planned and unplanned tasks and activities every day.

At the same time, many of us scholars in the foundations of culture as a way of being and acting know the critical importance of building and sustaining a community where all students feel that we care for them unconditionally. A culture of care allows students to possess a sense of safety, belonging, value, competence, and the confidence to speak for themselves and on behalf of others. These conditions are the underpinnings of identity safety.

Our research demonstrates the powerful role that administrators play in creating a culture of caring—especially as it relates to school policies, practices, and structures. One of the key elements for creating such a crucially important culture is partnering with MLs’ parents/guardians and educators.

Three Strategies for Building and Strengthening Identity Safety at Home and School
1. Welcome new students and families.
We might argue reasonably that the reasons for Francisco’s actions were the absence of a feeling of safety, a sense of belonging, acknowledgment, and competence and that the omnipresence of these feelings compelled him to flee his new school. One of the key things that would have helped Francisco and his parents feel welcome would have been having a multilingual, multicultural interpreter. While this might seem like an obvious solution, it’s helpful to consider the role that interactions and lots of them play. Renowned developmental psychologist Lev Vygotsky’s (1978) contributions affirm the significance of social interactions. We all make meaning of the world around us by combining what we already know and have experienced with the interactions and encounters that we have with others.

In our example, Francisco has had years of prior schooling experiences in Santiago, Brazil, and his parents have had years of experiences as learners and as parents. However, the school principal Mr. Murtaugh spoke in a language that Francisco didn’t understand and engaged in a monologue that dominated the conversation.

Creating a welcoming environment for multilingual learners and their families must include a flow of back-and-forth interactions demonstrating our curiosity about and openness to building connections. In our example, Francisco was deprived of this urgently needed component—interacting. No school leader, even the most seasoned, wants to deprive students or families of interacting with us.

To do this well means supporting relevant and meaningful interactions between and among our students and their families (Zacarian and Silverstone, 2020). For example, let’s say that Mr. Murtaugh enlists a multilingual, multicultural student to join the school tour he is facilitating.

Would the student’s presence alone support the type of rich interactions needed? No, it won’t happen by chance. We must think carefully about how to partner meaningfully with students, families, and educators. It starts with our creating spaces for listening.

2. Listen to students, parents/ guardians, and educators.
Listening involves meeting with individuals or groups and actively listening, observing actions and reactions, and making connections with what individuals and/or groups say and do. As a school leader, it is important to follow a conversation and absorb what is stated without judgment or interruption. The skills needed for engaging in the type of active listening involve:

• Asking open-ended questions to genuinely show our curiosity. For example, as Mr. Murtaugh takes the family on the tour, he shares the time that school starts and ends and how long classes are. He then asks Francisco and his family to describe what a school day looked like in his prior school.

• Paying attention to what students, families, educators, and others share by demonstrating that we are actively listening. This entails using a speaker’s name, referencing what a speaker says, and, as importantly, extending the conversation by asking for clarification or more information and/or collaboratively expanding on what is being stated.

◊ An example is from an interaction that Cinda Jones, a teacher of multilingual learners, had with her school principal. Cinda stated: “It is difficult for me to know what students understand in English. I am trying to assign them roles that they can do, like group timekeeper and illustrator.” In response, the school principal stated: “Cinda, I, too, find it hard to know what a student is and is not understanding. How have you found the roles of illustrator and timekeeper helpful for your multilingual learners?”

• Listening can offer ML parents/ guardians, students, and educators a voice. Parents/ guardians can share their hopes, dreams, and worries for their children and offer invaluable insights about a school’s practices and policies. Educators can share practices that build trust, ask important questions, and make suggestions to strengthen our work.

• Listening moves us away from being judgmental and engaging in a monologue. It also inhibits us from asking questions that require a one-word (e.g., yes/no) or fill-in-the-blank response. Actively listening and responding moves us to have an open dialogue and show our genuine interest and curiosity about MLs and their families and educators. It signifies a move toward creating identity-safe spaces through building deeper connections and relationships with everyone.

3. Foster caring relationships.
One of the most action-oriented steps that school leaders can take is to support students and families for who they are and the tremendous assets that they possess. Important ways to encourage identity-safe spaces across school and home are to encourage teachers, specialists, and everyone, including ourselves, to:

• Share the positives that we see students doing with parents and guardians, and

• Support these positives to occur in the classrooms and at home.

Three strategies for supporting identity-safe spaces at school and home include:
a. Continuously providing teachers, specialists, and all who work with multilingual learners with examples of positive experiences that you have observed of student’s multiple and varied identities.

◊ For example, high school principal Mr. Stanley shared the following with a US history teacher about Abdul. “Abdul is a careful listener with his class partners. He clarifies what he has heard and affirms what classmates have stated. I appreciate his collaborative leadership. Abdul is also a wonderful illustrator. Often when he works with a group, I see that he draws what is being shared. His classmates seem to appreciate his ability to visualize the key ideas. I appreciate what you are doing in class! It would be great to share these many positives with his parents and to honor what they are doing at home to support Abdul’s strengths. It is so great when we learn from students’ families.”

b. Supporting awareness and offering tools to deconstruct, dismantle, and counteract the power of the negative stereotypes about identity.

◊ For example, share positive experiences you have observed in classrooms, the cafeteria, and elsewhere, such as: “Jamille is very strong at seeing when things are unfair. For example, she noticed a classmate wasn’t participating. I appreciated her noticing this, sharing this in a very polite and respectful way, and asking peers to encourage their peers to speak. Jamille is a natural mediator who seeks and encourages everyone’s active participation. It would be great to share this with her parents and to find out more about the activities they do at home to support Jamille’s leadership and empathy.”

c. Help children come to celebrate different social identities and cultivate diversity as a rich shared resource.

◊ For example, it is helpful to learn about the various personal, social, cultural, and life experiences of students and their families. We can do this by encouraging everyone in a school community to ask questions about children’s strengths and assets. Our overall goal should be to learn about each child’s and family’s rich identities to support them to feel safe and to have a sense of belonging, value, competence, and, as importantly, the confidence to share their thoughts, hopes, dreams, questions, and more in partnering with us. That stance involves having a sense of curiosity to learn as much as possible about our students and their families and encouraging everyone to do the same. An application is to support our encouraging staff to learn about the activities that students and their families enjoy doing together and draw from these to build affirmational partnerships and connections with what is being learned. Let’s say, for example, that we learn that a favorite activity of one family is taking the train to visit relatives in a nearby city. We learn that the child’s father and uncle are professional jazz musicians, and that the family often goes to their jazz performances. We might ask the child if his father and uncle might like to come to our history class when we are studying the Jazz Age.

In this article, we explored some of the key foundations of identity safety. We discussed the importance for school leaders of building a culture of trust and compassion with students, families, and our school community and why it matters.

We provided three key ways for educational leaders to welcome new students and families and strengthen our partnerships with students, parents/ guardians, and staff. The ideas from this article were drawn from Identity Safe Spaces at Home and School: Partnering to Overcome Inequity by Becki Cohn-Vargas and Debbie Zacarian.

References:
Cohn Vargas, B., and Zacarian, D. (2024). Identity Safe Spaces at Home and School. NY: Teachers College Press
Vygotsky, L. (1978). Mind in Society (M. Cole, Trans.). Harvard University Press.
Zacarian, D., and Silverstone, M. A. (2020). Teaching to Empower: Taking Action to Foster Student Agency, Self-Confidence, and Collaboration. ASCD.

Dr. Becki Cohn-Vargas, a scholar in identity safety, has a rich and varied career with over 35 years of experience as a Spanish bilingual teacher, principal, and superintendent in diverse pre-K–12 settings. She’s co-authored four books, written extensively on identity-safe teaching, produced films, and consulted with schools nationwide. beckicohnvargas.com

Dr. Debbie Zacarian, of Zacarian and Associates (www.zacarianconsulting.com/about), is a strengths-based leadership, instructional practices, and family–school partnership expert with culturally and linguistically diverse populations. With 30+ years’ experience as an administrator, university faculty, and educational service agency leader, she has written numerous professional books and does global consulting and speaking engagements.

MA Court Could Rule on Science of Reading

A lawsuit seeking class action status has been filed in the Massachusetts Superior Court against famed literacy experts Lucy Calkins, Irene Fountas, and Gay Su Pinnell, as well as the Reading and Writing Project at Mossflower, Greenwood Publishing Group (DBA Heinemann Publishing), HMH Education Co., and the board of trustees of Columbia University’s Teachers College.

The suit, filed on behalf of three Massachusetts children and their parents by Justice Catalyst Law and Kaplan & Grady, seeks substantial relief for students and families across Massachusetts allegedly harmed by the defendant publishers and authors’ literacy products. The suit also seeks a court order requiring defendants to warn schools and families of the alleged defects in their literacy products and other relief.

The lawsuit is the latest challenge to early-literacy products and methodologies that do not focus on phonics, as recommended by proponents of the science of reading. The lawsuit claims, “For decades, scientists and educators have understood that the first step in teaching literacy is robust, daily, and extensive instruction in phonics.

“Because Defendants’ curricula do not contain the building blocks for teaching effective early-childhood literacy, huge numbers of children, including countless children in the Commonwealth, have suffered devastating and often ongoing setbacks in their educational development and life trajectories,” the suit continues.

The action focuses on Massachusetts, where, in 2023, less than half of all third-graders in the Commonwealth met expectations for the Massachusetts Comprehensive Assessment System (MCAS) English Language Arts Exam, and, according to the Boston Globe, “roughly 70% of Black third graders, 80% of Latino students, and 85% of children with disabilities did not meet the state’s benchmark.”

An Unexpected Powerhouse

North Carolina’s impressive climb to fifth in the nation for dual language immersion (DLI) programs is more than just a ranking—it’s also a reflection of the profound impact these programs have on our students and our state’s future.

With higher graduation rates, stronger test scores, and better earning potential, a greater percentage of North Carolina students are experiencing the lifelong benefits of bilingual education. This success directly feeds into our state’s top-ranked workforce, a key factor in North Carolina being named the best state for business by CNBC in 2023.

Our DLI programs are not just educational initiatives; they are powerful drivers of economic development, made possible by the strategic collaboration between the public and private sectors, including school districts, the Department of Public Instruction (DPI), and partners like Participate Learning.

The Global Education Task Force—a group convened by the Public School Forum of North Carolina and made up of various public and private partners to promote and enhance global education across the state—played a pivotal role in laying the groundwork for this success, with DPI’s support serving as a critical element of the initiative. Visionary school districts— such as Union County, led by forward-thinking leaders like Drew Houlihan—as well as the early adopters of DLI programs (like Bruns Avenue Elementary School in Charlotte, NC), embraced the long-term benefits despite the challenges.

Reflecting on the collaborative effort, Drew Houlihan stated, “We couldn’t do this without partners like Participate Learning, the Department of Public Instruction, the State Board of Education, and our amazing Union County Board of Education and County Commissioners.”

The efforts to communicate the value of these programs to local communities, along with ongoing support from state-level initiatives and private education organizations, have set a strong foundation for the future of bilingual education in North Carolina.

How Dual Language Programs Emerged in North Carolina
In the early 1990s, North Carolina—like many other states—used world language education programs to teach students secondary languages. However, it was generally found that after two or three years of study, most students could not speak the language, nor did they have a strong understanding of the culture. Although these programs helped qualify students for high school graduation or college admission, students lacked the wealth of perspectives offered by learning about another culture. The leadership team of Bruns Avenue Elementary School recognized the need for change and started the first German immersion program in the entire country. While they saw the value in a program that immersed students in another language and culture, they lacked the resources to provide highly qualified dual language teachers. Not long after Bruns Avenue Elementary reached out to private educational organizations to find skilled educators from Germany, the first Spanish immersion programs and French immersion programs in urban and rural school districts were established in North Carolina.

Once DLI programs were established, new challenges surfaced, including the need to communicate about their value with the local communities and establish a framework for ongoing success. To spread the word about the benefits of these programs to parents and the local communities, school leaders working in schools with DLI programs collaborated with DPI—as well as with private organizations such as Participate Learning—to run significant marketing campaigns. Over time, the Global Education Task Force helped create the right conditions for DLI programs to thrive by fostering collaboration and support across the educational landscape in North Carolina. By identifying key areas where DLI programs needed more support—such as teacher training, curriculum development, and program management—the task force facilitated the creation of environments where teachers could grow, receive training, and access curricular resources. This supportive framework contributed to improved teacher satisfaction and retention, helping DLI programs achieve long-term success. As DLI programs continued to grow throughout the state, data showed that not only were students becoming highly proficient in their second languages but they were also developing cognitive benefits, executive function, and academic growth in math, science, and reading. Graduates became ready to live and work in an interconnected world. Programs continued to expand by 15–20 a year for nearly a decade to today. Now, K–8 dual language programs exist across nearly 250 schools in North Carolina.

Advice for Dual Language Programmatic Success
As other states look to replicate North Carolina’s success in DLI programs, several key factors should be considered. Achieving similar outcomes requires careful planning, strategic partnerships, and a commitment to long-term goals. The following list outlines essential considerations for states aiming to build and sustain DLI programs, drawing from North Carolina’s experience and the lessons learned along the way:

1. Establish Strong Public–Private Partnerships
As you can see from the history of DLI programs in North Carolina, collaboration between public and private entities working hand in hand has helped to achieve state-wide success. The logistics of setting up a successful program can be challenging. By collaborating with organizations that specialize in dual language immersion, you can leverage their expertise and resources. These organizations can help connect your district to qualified bilingual educators, provide a strategic coach, offer teacher or administrator professional development, and more. Plus, it can save your administrators and teachers a lot of time and take out the guesswork of maintaining the program so that you can dedicate more time to the development of your students.

2. Integrate Dual Language Immersion into District Strategic Plans
Encourage your district to make DLI programs a core part of its strategic planning. By prioritizing DLI within their own frameworks, districts can drive the success of these programs more effectively. This approach aligns with the vision articulated by the North Carolina Department of Public Instruction (NCDPI) DL/I Team, who highlight that “North Carolina champions DL/I education, empowering students to graduate as academically successful, biliterate, bilingual, and culturally competent global citizens.” Districts should collaborate with their Departments of Education, alongside private partners, to secure policy support, funding, and advocacy. This district-level focus ensures that DLI initiatives are tailored to local needs and are strongly supported, paving the way for broader implementation and success.

3. Leadership at the District Level
Identify and support leaders who are willing to champion DLI programs and invest in their long-term success. The success of over 4,800 DLI programs across the country provides strong evidence that the same type of program can succeed in your school district as well. To strengthen your support, consider visiting and speaking with schools with DLI programs—such as Person County Schools and Buncombe County Schools. These visits will provide valuable insights into the benefits, effective implementation strategies, and curriculum that have helped these schools establish strong, successful DLI programs. These firsthand experiences can provide practical knowledge and inspiration for establishing or enhancing DLI programs in your own context.

4. Effective Communication with Local Communities
The success of your program depends on the interest level of students and parents. Newsletters, educational materials available for free, and a strong social media presence can help inform and engage local communities and parents about the benefits of DLI programs.

5. Teacher Qualifications and Training
Dual language programs require teachers with qualifications that extend beyond standard certification. In addition to being certified for grade-level instruction, it’s highly recommended that teachers possess native-level proficiency in the target language. This is essential not only for delivering content effectively but also for modeling the language authentically for students.

Beyond qualifications, involving teachers in the broader vision of the program can strengthen their commitment and effectiveness. Assigning teachers roles that align with program goals encourages a sense of ownership and purpose. When teachers understand their value, they are more likely to remain in their roles for a longer period of time, benefiting not just them but administrators as well.

Hiring international teachers is particularly valued in dual language programs. By bringing native-level language skills and diverse cultural perspectives, they provide an authentic language-learning environment for students. This not only enhances language instruction but also introduces rich cultural experiences that foster cultural exchange within the classroom. These exchanges broaden students’ worldviews by exposing them to global experiences and ideas—a key element of a well-rounded education in today’s interconnected world.

6. Partner with Education Organizations for Training and Support
Partner with education organizations that can provide specialized training for DLI teachers and support for DLI leaders. This collaboration is essential for maintaining high program quality and ensuring that educators and administrators are well-prepared to lead successful DLI initiatives. Among the many benefits of this partnership are:

• Curricular materials that help teachers plan lessons and support the development of grade-level standards.

• Professional development that provides teachers with the latest insight into skills, lessons, and material to help students succeed.

• Strategic planning that details fully articulated programs to bridge students between elementary, middle, and high school language courses.

• Program management that monitors DLI programs to ensure they are implemented correctly, become self-sustaining, utilize assessments for student development, and incorporate data analytics for the improvement of the program.

7. Long-Term Commitment and Patience
DLI programs play an important role in workforce development by preparing students for a global society and marketplace. In addition to equipping students with a second language, these programs enhance cognitive skills and foster cultural sensitivity. However, achieving these outcomes requires a long-term commitment to the success of the program. This commitment is significantly strengthened when supported by a network of institutions—including private education organizations and state programs—as well as the active involvement of parents and students. By building this collaborative support system, sustaining long-term commitment becomes much more achievable.

8. Measure and Share Success
Once established, regularly assess the impact of your DLI program. To do this effectively, adopt a comprehensive approach:

• Implement assessments that measure students’ biliteracy, bilingualism, and cultural competency.

• Monitor teacher participation in development courses or training.

• Analyze standardized test scores across other subjects.

• Collect feedback from both students and teachers.

This detailed, multifaceted evaluation will provide valuable insights into the program’s effectiveness and areas for improvement.

Preparing Global Citizens through Dual Language Education
As the world becomes more and more interconnected, DLI programs offer a powerful pathway for students to become more curious and empathetic people who are prepared to contribute as global citizens, workers, and leaders. Beyond fostering cognitive development and academic achievement across all disciplines, DLI programs have the potential to enhance a school culture, boost student retention, and strengthen the bond between students, teachers, and the community. I hope this information proves valuable as you work to broaden your students’ horizons through the transformative power of DLI learning.

David B. Young is the CEO of Participate Learning, based in Chapel Hill, North Carolina. Young has led the organization’s growth from a family project to a small but thriving business. Participate Learning is proud to be the leading provider of K–12 global education programs and one of the largest international-exchange teacher programs recognized by the US Department of State.

A Comprehensive Language-Based Literacy Framework

In this article, we provide a response to the article published in Language Magazine on Oct. 2, 2024, in which authors Jennifer Pendergrass, Tabatha Tierce, and David L. Chiesa were critiquing the WIDA ELD Standards for not being aligned to Scarborough’s Reading Rope, only attending to the upper levels of language comprehension in the Reading Rope and ignoring word recognition and phonemic awareness (Pendergrass et al., 2024). The authors specifically mention that the standards are based on systemic functional linguistics and that in that theory of language, phonology and graphology are one of the layers of meaning, but the WIDA standards failed to address that layer. This response will clarify misconceptions about the role of ELD standards and what systemic functional linguistics is.

We can empathize that systemic functional linguistics (SFL) is a complex theory of language and want to take the opportunity to clarify some key aspects of the theory as well as the role of the WIDA standards in relation to that theory. It is beyond the scope of this article to describe the whole theory. Next, we provide a response to each critique presented in the original article. We draw on SFL and our over 30 combined years of classroom research with teachers of multilingual learners (de Oliveira, 2023; de Oliveira and Schleppegrell, 2015; de Oliveira and Westerlund, 2021; Westerlund and Besser, 2021; Besser and Westerlund, 2024) to inform our responses.

The authors made a point that the WIDA ELD dimensions of language weren’t nuanced enough, only representing discourse, sentence, and word and ignoring phonological and graphological layers present in the SFL stratified model of language. They state: “Figure 1 below illustrates Halliday’s Stratified Model of Systemic Functional Linguistics, which organizes language into different levels of abstraction. At the core of the model is ‘Expression,’ representing the basic sounds (phonemes) and graphemes (letters) of language. This foundational level is crucial because it forms the building blocks for all higher levels of language structure and meaning. Without a solid understanding of phonemes and graphemes, it becomes challenging to grasp more complex language elements” [emphasis in original] (Pendergrass et al., p. 8).

Choosing to organize language by discourse, sentence, and word was definitely not an oversight of the WIDA standards, because their role is not to replace ELA but to complement ELA standards for foundational literacy. In other words, we need both sets of standards to support multilingual learners. The WIDA ELD Standards used SFL as a conceptual framing for informing and defining the way language should be viewed—in the service of learning—and positioning language as a meaning-making resource, not an inventory of rules.

SFL views language as a multilayered system, where different layers work together to construct meaning. The three main layers in SFL are the semantic, lexicogrammatical, and phonological/ graphological levels. At the semantic layer, meaning is expressed through different metafunctions, namely ideational, used to represent experiences; interpersonal, used to enact social relationships and provide perspective; and textual, used to organize discourse and construct a cohesive message. The lexicogrammatical layer deals with how these meanings are encoded into words and grammar. The phonological/ graphological layer shows how these words are realized through sounds or writing. The key is that meaning is constructed through the interrelationship between these layers. Working together, these layers represent an interlocking system of choices, not an inventory of structures but a meaning-making resource. SFL focuses on the semiotics or “meaning potential” of language within social and cultural contexts. We—as language analysts and scholars— identify instances of language use that contribute to the language system, with a focus on “meaning potential” and not on every single possible instance of the system.

In addition, Pendergrass et al. claim, “By integrating SFL into its framework, WIDA helps educators to see language not just as a set of rules, but as a powerful means for students to engage with and understand academic content, interact with peers, and express their ideas effectively with various cultural and situational contexts. This understanding is pivotal in developing instructional strategies that are responsive to the needs of multilingual learners, ensuring they can achieve both language proficiency and academic success” (Pendergrass et al., p. 9).

As a former author (Ruslana) and consultant (Luciana) of the WIDA ELD Standards who contributed the SFL genre theory as a foundation for defining the key language uses, language functions and features, and proficiency level descriptors, we hope that educators view language as a powerful, dynamic meaning-making resource with which students can not only act in the world but also “act upon the world” [emphasis added] (Halliday and Hasan, 2008). It is important to note that the original article states “see language not just as a set of rules.”

This is an incorrect interpretation of what is in the WIDA standards. By using a functional approach, the standards state that language is not a set of rules but a resource for making meaning. The addition of the word “just” to describe language is an incorrect interpretation of what is in the standards and of SFL as a theory.

The authors further state:
According to the Literacy training modules in Georgia, Ilk, Whitney, and Motes (2022)… “both components of reading— word recognition and language comprehension—should be addressed in instruction… [and] assessments should address each component of reading” (p. 75). However, WIDA standards do not directly encompass linguistic elements smaller than a word, leaving out key aspects of word recognition such as syllables, phonemes, the alphabetic principle, and spelling–sound correspondence [emphasis in original]. As a result, the WIDA 2020 Standards Framework does not fully align with Georgia’s ELA standards, or the Structured Literacy training required by the House Bill 538 (p. 10–11).

It is not the role of the WIDA ELD Standards or any other set of ELD standards used across the country (e.g., California, Texas) to replace the foundational literacy skills as delineated by other sets of standards. The role of the WIDA ELD Standards is “a guide for informing the design of linguistically and culturally sustaining curriculum, instruction, and assessment” (WIDA, 2020, p. 35).

Pendergrass et al. claim:
ESOL teachers should ideally lead in providing oral language instruction for ELs across all literacy elements. However, using the WIDA ELD (2020) standards, oral language instruction is limited to the upper section of Figure 3, the language comprehension strands, as there are no word recognition-based ELD standards. This limitation means that in WIDA states, the comprehensive integration depicted in the adapted Reading Rope cannot be fully realized in classrooms (Pendergrass et al., p. 11).

The WIDA ELD Standards were not informed by the Reading Rope but by a comprehensive and meaning-oriented theory of language. While there is no question that phonics and phonemic awareness is an important component of reading, it is only one component of literacy.

The authors further claim:
Given this context, it becomes evident how WIDA standards are used alongside Georgia’s Standards of Excellence. For instance, WIDA’s ELD-SI.K-2.Inform standard requires students to “describe characteristics, patterns, or behavior.” An ESOL teacher might focus on this language comprehension strategy while also addressing Georgia ELA Standard ELAGSE1RL4, which asks students to identify words and phrases in stories or poems that suggest feelings or appeal to the senses. These standards can be effectively integrated because they target similar skill areas, specifically the upper language-comprehension strands of Scarborough’s Reading Rope (see Figure 3)” (Pendergrass, et al., p. 12).

This is exactly the point of the WIDA ELD Standards: they are to be used alongside academic content standards. As contributing authors of the standards, which we call “unapologetically ambitious,” we hope these standards will truly transform the experiences of MLs not by engaging in rote learning of grammar devoid of meaning but by engaging with the world around them—explaining how the science world works around them or expressing their personal experiences through stories or persuading and calling to action to make this world a more just and fair place for them. Those skills of “reading the world” will allow them to engage in reading beyond Scarborough’s Reading Rope.

Pendergrass et al. add:
However, WIDA published a disclaimer in Section 2 of the WIDA (2020) Standards Framework, stating that these ELD standards cannot enumerate most of the language needed in the classroom. (See Figure 4, screenshot of “What the WIDA ELD Standards Framework Is and What It Is Not.”) This statement further emphasizes that the Standards Framework should be paired with a content-rich curriculum and effective pedagogical approaches (WIDA, 2020)” (p. 12).

The WIDA ELD Standards absolutely cannot enumerate all possible instances of language use. This is exactly what the SFL theory of language is all about: each instance contributes to the system, and as language analysts we look at the instances to describe the system. In addition, WIDA selected the most prominent key language uses (KLUs) and sample language functions and features to include—note the word sample. If the selection had included KLUs that are present or prominent in each content area, the standards would have been over 3,000 pages! Therefore, in selecting to include samples, choices were made, just as we make language choices every day in our lives.

Pendergrass et al. state: “When ELD standards exhibit substantial gaps that prevent them from being effectively integrated with many required content standards for literacy, they fall short of functionality. Consequently, one could argue that WIDA standards in their 2020 form do not fully meet the minimum requirements set forth by ESSA” (p. 13). The WIDA ELD Standards include the tables that illustrate how they meet the ESSA requirements in Appendix A: “WIDA English Language Development Standards Framework, 2020 Edition—Meeting ESSA Title 1 Requirements,” pages 233–235.

In summary, literacy, first and foremost, is a meaning-making endeavor. Whether we are decoding, blending, segmenting, or reading phrases, sentences, or whole texts, we do so in pursuit of meaning. Meaning occurs at all levels of language: from the whole text down to a phoneme and back up. SFL provides a comprehensive literacy framework beyond phonics and phonemic awareness—to include:
• oral language development through classroom interactions beyond vocabulary;
• multimodal, digital, and disciplinary literacies;
• critical literacy practices;
• asset-based approaches that honor cultures, backgrounds, and experiences.

It is our hope that the WIDA 2020 ELD Standards framework continues to be a resource for teachers as they enact effective instruction for MLs, recognizing MLs’ experiences as resources for learning.

References available at https://languagemagazine.com/references-bridging-wida/

Dr. Ruslana Westerlund is an educational consultant, researcher, and professor with over 25 years of experience, specializing in K–12 education for multilingual learners. She focuses on supporting writing through the teaching and learning cycle for disciplinary genres, rooted in systemic functional linguistics. Dr. Westerlund has contributed to national projects like the WIDA English Language Development Standards and authored multiple publications, including her latest on disciplinary literacy in social studies. She is an active blogger at Making Language Visible, where she writes accessible pieces to help teachers implement the WIDA ELD Standards and understand SFL. She is the founder and main consultant for Westerlund Consulting, LLC. As a volunteer, she serves as president of Friends of Ukraine, Madison, a local nonprofit serving Ukrainian refugee families in Dane County, Wisconsin. She can be reached at ruslana@westerlundconsulting.com.

Dr. Luciana C. de Oliveira, PhD, is associate dean for academic affairs and graduate studies in the School of Education and professor in the Department of Teaching and Learning at Virginia Commonwealth University. Her research focuses on issues related to teaching multilingual learners in K–12, including the role of language in learning the content areas. She is a pioneer of a functional approach to language development in US classrooms and has conducted research on this approach for over 20 years. She served in the presidential line (2017–2020), served as president (2018–2019), and was a member of the Board of Directors (2013– 2016) of TESOL International Association. She was the very first Latina to serve as president of TESOL. She can be contacted at drdedu2006@gmail.com.

Kickstarting Newcomer Progress with Literacy Platform

Throughout the 2021–22 school year, our schools implemented a specialized literacy platform to provide additional support, guidance, and motivation for English language learners (ELLs) in the classroom, with a particular focus on newcomers. This initiative aimed to help these students navigate the dual challenges of learning English and improving their reading skills.

The students were very enthusiastic about it, prompting us to broaden the implementation of the literacy platform throughout the district. Currently, approximately 200 out of our 700 students are utilizing an online program designed to assist emergent bilinguals in grades K–6 in enhancing their English language skills (Lexia English). New students begin with this platform before transitioning to the Core5 Reading program once they are prepared to do so.

In the initial year of implementing the platform, a student from Honduras joined our district. Despite not knowing English, within two years, he had made remarkable progress both academically and socially, and he is now on grade level. He actively engages with the literacy platform at school and also receives support from his mother, who assists him in completing the lessons at home. Witnessing his growth and achievement, we take immense pride in his accomplishments, as he has surpassed the expected reading level for his grade.

Six Benefits of Using a Specialized Literacy Platform

Here are an additional six accomplishments that our district has observed as a result of implementing a literacy program for incoming English learners:

Provides a gentler introduction for incoming students. Our incoming students frequently possess a rather restricted academic background. While they are not completely illiterate, they lack the necessary foundation in terms of background knowledge and word-recognition skills to effectively engage in reading. Moreover, they face the challenges of adapting to a new language and attending a different educational institution. Therefore, this more lenient approach allows them to focus on enhancing their vocabulary and other essential skills. Our specialized literacy platform serves as a more gradual and supportive means to help students quickly grasp and excel in English.

Meets students at their current level. Our language and literacy platforms have been instrumental in meeting all the needs of our students, encompassing not only phonics and vocabulary but also the chance to enhance their speaking abilities and independently apply what they are learning. Consequently, ELL students can further develop these skills. Moreover, for learners who have already spent a considerable amount of time in school, these platforms offer a personalized approach that aids in their continuous progress.

Creates an environment that allows ELL learners to have dedicated time and space for their language acquisition and development. The student who engages in both Lexia English and Core5 follows a schedule where one is done for two days a week and the other for three days a week (or vice versa, depending on the student). Teachers utilize these platforms at various times during the school day, whether it be during independent reading time or as a class activity. Additionally, students may find a quiet spot or corner to complete their speaking exercises. It is encouraged that newcomer students begin with Lexia English until they complete levels one and two before beginning Core5.

Assists educators and instructors. We have daytime tutors who are paid through the Refugee School Impact Program, and a portion of these tutors are responsible for teaching the lessons. Although they do not have access to the dashboard, we simply send them an email and provide them with a binder containing the lessons. In these instructions, we specify tasks such as “Kathleen needs to focus on level-two talking adverbs with José,” and the tutors then teach this particular lesson to either an individual student or a group of children. This approach provides the tutors with clear and detailed guidance for their work.

Utilizes the inherent functionalities of the platform. Our coworkers are consistently surprised by the speaking features available on our literacy platform. Often, educators must create their speaking activities, and we are also encouraging students to use iPads to record themselves. These efforts are aimed at helping them improve their language skills. Having all of these resources integrated into our language-learning platform has truly revolutionized our approach. The amount of student speaking time within the platform has been steadily increasing; we selected this as a goal for focus during our implementation.

Tailors education to meet the individual needs of students. Our new students are in great need of speaking practice. We appreciate the recent addition to the program in which a small bar was included to indicate the volume of students’ speech. Previously, when they pressed the record button, it was uncertain if their voices were being picked up until an indicator line appeared. Now, with the addition of the little bars, they can be assured that their voices are being heard.

Advancing Proficiency Levels

In our institutions, we acknowledge student achievements with equal enthusiasm across all programs. For instance, one primary school rewards students who advance a level with a token that can be redeemed at the book dispenser. Students utilizing both systems have the opportunity to receive multiple books as a result.

The benefits of employing technology to support the academic progress of our students in reading have been highly favorable thus far. Between the years 2022 and 2023, we observed notable improvements in our end-of-grade (EOG) summative assessments. Our proficiency levels saw a growth of 3.1%. According to the Lexia English measurements, speaking skills increased by 11%, listening skills soared by 81%, reading proficiency went up by 65%, and writing skills rose by 66%. These statistics indicate that virtually all of our students progressed by at least one proficiency level, many of them by more.

Taylor Stewart serves as a multilingual-learner teacher at Trent Park and Ben Quinn Elementary schools in Craven County, North Carolina.

Kathleen Brinson is a multilingual-learner teacher at James W. Smith Elementary and the Refugee School Impact coordinator in Craven County.

Spanish to Exceed 600M Speakers This Year


The Instituto Cervantes has launched its latest yearbook, Spanish in the World 2024, with the most up-to-date statistics on the language’s international presence and future projections. It shows that in 2024, for the first time, Spanish speakers worldwide will exceed 600 million people.

This figure includes almost 500 million native speakers in addition to those with limited competence (around 78 million) and students (more than 24 million). The report also highlights that Spanish remains the second mother tongue on the planet, after Mandarin Chinese, and its relevance is recognized as it’s one of the main choices for users of platforms such as Netflix and Spotify, as well as for video gamers.

According to Cervantes director Luis García Montero, these figures are “reasons for pride, but they should not lead to complacency.” In this sense, he has highlighted the “joy” conveyed by the good health of Spanish “during a difficult period for the world,” alluding to the problems of centers in places like Beirut, Tel Aviv, and Moscow, although also mentioning the “difficult situation” today in the Valencian Community due to “the fury of the rain,” which led the minister of culture, Ernest Urtasun, to cancel his planned participation in this event. “We have many challenges ahead of us and we want to continue moving forward, but we can be pleased with the cultural strength of Spanish in the world, which has become a benchmark of democratic value against the reactionary and violent thinking that is emerging,” he added.
The 652-page 25th edition of the book includes updated data on Spanish as well as several articles aimed at analyzing specific situations of the language in Spanish-speaking countries: Spain, Mexico, Cuba, Peru, Argentina, Colombia, Chile, and Equatorial Guinea. The study highlights that the number of native Spanish speakers outside of Hispanic countries is more than 45 million, while the total number of Spanish speakers outside of Hispanic countries is close to 100 million, mainly due to migration. Thanks to this, the demographics of Spanish “continue to grow, but not in the same proportion as a few decades ago, so the keys to Spanish growth must be found in the teaching of Spanish as a second and foreign language and the maintenance of Spanish within migrant families around the world,” according to the academic director of the institution, Carmen Pastor Villalba. This year, more than 24 million are learning Spanish worldwide, and over the last ten years, the number of learners has been increasing at an average rate of 2%.

The yearbook has a section dedicated to the relationship between language and culture and addresses various aspects such as communication between cultures, language, and society; the cultural action of the Cervantes Institute; the role of literature in language teaching; the role of fiction series in the Spanish cultural industry; music as a tool for cultural dissemination; the economic impact of video games in Spanish; and scientific culture as an opportunity.

Spanish in Film and Music

According to the vice-dean of the Faculty of Communication and Arts at Spain’s Nebrija University, Marta Saavedra Llamas—who was responsible for some of the studies carried out on fiction—this is a “very positive moment for a very stable [Spanish film] industry.” In 2024, La sociedad de la nieve, a film directed by Juan Antonio Bayona, was ranked second among the most-watched non-English-language films in the history of Netflix, with 94.4 million views, and another Spanish film, Nowhere, by Albert Pintó, was in third place with 85.7 million views. Meanwhile, in 2023, about a quarter of the songs on the hit lists of portals such as YouTube and Spotify used Spanish; this was a year in which English-language music consumption fell by 3.8%, exactly the same percentage that Spanish-language music consumption increased. In addition, more than half of the artists who have generated more than $10,000 on Spotify are from countries where English is not the first language, mainly due to continued growth in the Latin music market in recent years (19.4% in 2023).

The yearbook includes other figures, such as a study focused on video games and Spanish, indicating that Spain is positioned as the eighth country in world production of video games, in a global market that in 2022 earned 184.4 billion dollars from more than 3.228 billion players. Figures are also provided on the current situation of Spanish in the US, where Hispanics with the ability to vote in the 2024 presidential elections are more than 36 million (which represents 14.7% of the total American electorate).

About 7% of the books published in the world are in Spanish (sixth highest). There is also a section of current reports on the Instituto Cervantes, such as those dedicated to the geographies of Spanish, the value of certification, or emerging pedagogies.
Visit https://cvc.cervantes.es/lengua/anuario/anuario_24 to download the book.

Forging Language Futures


A year ago, the Modern Language Association (MLA) delivered sobering news about the state of language study in higher education, along with valuable insights for overcoming the challenges we face:


Language enrollments are declining even as the need for knowledge of world cultures and languages grows across many sectors of the workforce… Departments that thrive are those that actively seek internal and external collaborations, update their programs to attract interest and meet student needs, and celebrate student success through scholarships, awards, and social events. (Enrollments in Languages Other Than English in United States Institutions of Higher Education, MLA, 2023)

In response to the MLA’s findings and recommendations, the American Association of Teachers of Spanish and Portuguese (AATSP) and Klett World Languages recently hosted the AATSP Virtual Programs Fair (VPF). This groundbreaking event in language education featured presentations by 66 university programs in Spanish and Portuguese.


For students, the VPF provided an unprecedented opportunity to explore academic and professional pathways in Spanish and Portuguese. To accommodate their busy schedules and allow for flexible participation, the VPF was designed as a drop-in event with required preregistration and included special activities to help students maximize their experience.
For educators and practitioners at all levels, the presentations offered insights into successful innovations in curriculum and program design. The VPF also served as a platform for professional development, networking, and collaboration across the educational spectrum and geographical distances.


This virtual event opened with welcome remarks by directors of leading organizations in language education, including the MLA. Other events included two keynote presentations and a closing roundtable discussion where attendees reflected on key takeaways and explored future collaborations.
For more information, visit www.aatsp.org/page/programsfair2024.

Insights Gained from the Virtual Programs Fair

The presentations and roundtable discussion underscored the critical role that professional training opportunities and certificates play in today’s Spanish and Portuguese programs. Fields such as health care, business, and translation and interpretation are well known to be especially prominent in this regard. However, these are not the only areas where students can apply their language skills. During the VPF, new awareness was also gained about programs of study in fields as diverse as forestry, hospitality, social work, and pastoral care.
Other highlights discussed at the VPF include community engagement and service-learning opportunities, a varied array of opportunities for studying and working abroad, online and hybrid degree options, and combined degree options (such as MA programs with teaching credentials, and BA–MA pathways).

To better understand student interests, the AATSP conducted a special survey, the results of which revealed high levels of interest in combining language study with career preparation in the STEM fields and in business. The results also point to interest in training programs for STEM teachers to deliver instruction to immigrant children in Spanish. Relatedly, several university presenters underscored the need for training programs and certification in teaching languages for specific purposes (LSP).

The key takeaway from the inaugural AATSP Virtual Programs Fair is that Spanish and Portuguese education is increasingly aligning with real-world applications, reflecting a strong trend toward integrating language study with practical career pathways and supporting lifelong use of these languages. A secondary takeaway is that there are many professional fields that remain untapped for LSP studies.

Next Steps

The Virtual Programs Fair is part of a broader effort by the AATSP to promote the study of our languages by (1) collecting and disseminating information about programs of study, (2) fostering innovation in program and curriculum design, and (3) facilitating collaboration among practitioners across educational levels.

In keeping with the first of these goals, the AATSP is preparing to launch Academia: A Catalogue of Higher Education Programs in Spanish and Portuguese Studies. With this, the organization aims to create a much-needed repository of information on programs of study in our languages and to make this information widely available to students, teachers, and other stakeholders in language education. Colleges and universities are invited to submit information about their programs to this database. More information will be released about this soon on the AATSP website.

Supporting the second goal is the newly established Klett Award in Leadership and Program Innovation in Spanish and Portuguese. This initiative aims to celebrate successful innovations in the teaching of these languages and, through them, inspire further advancements. Three awardees will each receive $1,000, with one award specifically designated for a Portuguese program. More information on this award is available on the Klett World Languages website.

Finally, in line with the MLA’s emphasis on seeking internal and external collaborations, the AATSP welcomes Spanish and Portuguese educators at all levels to join in advancing the pioneering initiatives outlined here. We also look forward to forging collaborations with colleagues from other languages and fields of study to create a brighter, more unified future for language education.

María Carreira, PhD, is executive director, American Association of Teachers of Spanish and Portuguese.

Translanguaging and Assessing Biliteracy through Writing

Anyone who has taught in a dual language program knows the struggle of fitting in sufficient instruction in each content area in both languages while complying with the state requirements. With most standardized reading tests only given in English, it is tempting to devote more time to reading instruction in English, while setting aside writing instruction in either language. However, by not teaching and assessing writing in a holistic manner, we are denying our students the opportunity to use their full set of language skills to construct meaning and demonstrate their knowledge and thinking (Ramos and Musanti, 2021).

Writing is an amazingly complex process to learn in one language, let alone two. Bilingual students need to have appropriate proficiency in both languages to transcribe their thoughts into words (Kim et al., 2022). They need to combine their skills, background knowledge, and experiences to plan, draft, and revise (Graham and Harris, 2019). As bilingual students are exposed to and learn in two languages, it is crucial that bilingual educators not only allow but encourage the use of the full set of skills in both languages to demonstrate their writing skills.

For teachers, it is difficult to commit to and push for the necessary time to allow students to learn and practice writing skills in both languages. Bilingual educators must also consider offering choice in writing; providing culturally relevant and engaging writing prompts, assignments, and projects; setting up a positive environment that motivates students to write; differentiating the instruction to meet students’ needs; and providing the right amount of support to challenge students without discouraging them, to name a few things (Graham and Harris, 2019).

Translanguaging in Writing
Translanguaging, or the ability for a person to move fluidly between languages, should be fostered in the dual language classroom. Allowing space for students to use their full linguistic repertoire to make meaning and demonstrate knowledge should be standard practice in any program that includes multilingual learners. “Writing quality is a unitary construct that cuts across languages and genres, not a two-factor construct driven by genre” (Kim et al., 2022, p. 11).

Translanguaging is especially important in writing. One study on the crosslinguistic transfer of higher-order cognitive skills in writing done on bilingual (Spanish/English) first- and second-graders found evidence that higher-order cognitive skills transfer between languages. The same study also found a strong relationship between writing quality and higher-order cognitive skills (Kim et al., 2022).

As a veteran teacher in a dual language program, I can verify these findings. From my personal observations, students who have critical-thinking skills in one language are easily able to transfer those skills to their second language.

Another study exploring the use of multimodal writing and translanguaging practices in dual language (Spanish/English) second graders found that the development of literacy skills in either language positively contributed to the literacy skills in the other language, and that a paired literacy instruction approach that teaches in both languages simultaneously, beginning in kindergarten, yielded the best results. Using multimodal writing also allowed more equitable access to biliteracy for emergent bilingual students. This study allowed students to use their full linguistic repertoire with the help of apps and other digital literacies. Students were able to use photos, online translators, peers, and their own experiences to construct writing in both languages (Ramos and Musanti, 2021).

All too often in dual language education programs, instruction is done strictly by language, without allowing for students to use both languages to their advantage or instructing them how. An analogy would be teaching a developing basketball player to practice dribbling with each hand separately, but not allowing them to use both hands to dribble during a game. It severely limits what they can do, especially during an assessment (or game). This is especially true in secondary dual language programs. The most common models have students doing 50% of their day in English and 50% in a different language. Often, due to the staffing and scheduling constraints of secondary schools, this means students receive instruction in certain subjects only in one language and in certain subjects only in the other language each day.

For example, in the middle school dual language program I teach in, students take science, social studies, and a language arts class in Spanish each day, while the rest of their classes are in English. The teachers of their English courses do not know Spanish. Therefore, the teachers of their Spanish courses need to make sure they are getting as much instruction in Spanish as possible. This model does not allow for simultaneous teaching of both languages. Students receive only one language in certain content areas, meaning they are not developing vocabulary, reading, or writing skills in both languages in each content area.

Using Writing to Assess Biliteracy
The increased importance placed on standardized testing puts bilingual students, especially those whose first language is not English, at a significant disadvantage because standardized tests are, by and large, only available in English. Furthermore, as far as literacy is concerned, students are often only assessed in reading, through multiple-choice tests. If schools and districts truly want to obtain information on the skills of their dual language and/or multilingual students, they should adopt assessments through writing and allow students to use their literacy skills in their native languages to demonstrate what they can do.

Educators trained in language acquisition who understand the relationship and correlation between languages can gain a significant amount of knowledge about the skills and abilities of their students through analyzing writing samples in both first and second languages. In analyzing text organization and coherence, use of transitional words and phrases, punctuation, sentence structure, syntax, and spelling, teachers can learn an incredible amount about a student’s level, their strengths and weaknesses, and how they use translanguaging. One study done on bilingual elementary students showed that many students who scored as at risk on the DIBELS English reading test and/or showed little to no progress throughout the year showed grade-level-appropriate writing skills when allowed to use both languages to construct their writing (Butvilofsky et al., 2021). By using English-only assessments with multilingual students, schools are often incorrectly identifying students for intervention, often taking away from instruction in the general education setting.

Resources for the Classroom
Literacy Squared is a “comprehensive biliteracy model” for developing biliteracy in Spanish–English-speaking students (Literacy Squared, 2024). They have several resources on their website, including one of my favorite strategies, Lotta Lara. Although Lotta Lara is largely a reading strategy where students read a text multiple times in various manners, it also includes vocabulary using total physical response and oral practice in answering comprehension questions. Writing could easily be added on as an extension activity. Lotta Lara is not only a great way to increase vocabulary and reading fluency but it also allows students the opportunity to learn these things in both languages, as the language of the selected text can vary.

Another tried-and-true Literacy Squared strategy I do often with my intervention classes is El Dictado (dictation). This is the only activity I have done in my 14 years of teaching, with classes ranging in size from five to 30 students, where every single student has engaged in the task. El Dictado can be used in English and/or Spanish to teach elements of spelling, punctuation, and grammar.

An important part of this strategy is that students self-correct their work and track their number of errors each day. Most students will see a drastic improvement in their number of errors, giving them pride and confidence in themselves as writers. This activity also gives the teacher vital information on the literacy abilities of their students. By doing this activity in both languages, teachers can gain information on how students are using translanguaging in their writing and how their biliteracy is progressing. It can also help identify students who are struggling by analyzing their improvement, or lack thereof, from day to day.

Multimodal writing, as outlined in the previously mentioned study by Ramos and Musanti (2021), is also a useful strategy. In their study, students use a variety of apps and tools in the Google Suite to construct their writing in both languages, including pictures, videos, illustrations, different font colors, and/or links (Ramos and Musanti, 2021). If replicated in the classroom, this would require plenty of time to learn to use the different tools available correctly to be beneficial to them in gaining literacy skills in both languages. Especially at the secondary level, students can and will use online translators in a way that is not beneficial to their learning (i.e., copying and pasting from Google Translate).

In summary, dual language students benefit from opportunities to use translanguaging and their full linguistic abilities when producing writing and demonstrating knowledge. They also benefit from a holistic approach to writing instruction that allows for crossover between languages. Dual language programs should consider their program models and analyze whether they allow for these things to happen in each content area.

References
Butvilofsky, S. A., Escamilla, K., Gumina, D., and Silva Diaz, E. (2021). “Beyond Monolingual Reading Assessments for Emerging Bilingual Learners: Expanding the understanding of biliteracy assessment through writing.” Reading Research Quarterly, 56(1), 53–70. https://doi.org/10.1002/rrq.292

Graham, S., and Harris, K. R. (2019). “Evidence-Based Practices in Writing.” In Graham, S., MacArthur, C. A., and Hebert, M. (Eds.) Best Practices in Writing Instruction (3rd Ed.). Guilford Press.

Kim, Y. G., Wolters, A., Mercado, J., and Quinn, J. (2022). “Crosslinguistic Transfer of Higher Order Cognitive Skills and Their Roles in Writing for English–Spanish Dual Language Learners.” Journal of Educational Psychology, 114(1), 1–15. https://doi.org/10.1037/edu0000516

Literacy Squared. (2024). “Building Trajectories toward Biliteracy.” https://literacysquared.org/ABOUT%20Page/LiteracySquaredhandout_2-12-13.pdf

Ramos, L. B., and Musanti, S. I. (2021). “‘I Don’t Like English because It Is Jard’: Exploring multimodal writing and translanguaging practices for biliteracy in a dual language classroom.” NABE Journal of Research and Practice, (11)1–2, 32–45. https://doi.org/10.1080/26390043.2021.1974803

Holly Denecour has been a teacher in inner-city bilingual and dual language programs in Texas and Minnesota for 14 years. Currently, she is a middle school Spanish literacy teacher in a dual language program in Minneapolis Public Schools and is working on getting her master’s degree in K–12 literacy instruction through Concordia University–St. Paul.

Applied Peace Linguistics

As a language learner, how often do you reflect critically on your psycho-social purposes for learning? As a language user, how often do you consider the impact of your expression and its role in promoting harmony and justice? As a language teacher, how often do you teach with the intention of building peace? As a language researcher, how often do you carefully examine teaching, learning, and use from a peace perspective? If rarely, what has prevented you from doing so? Perhaps you feel quite busy with and possibly burdened by your normal workload and daily routine? Or maybe you have simply never heard of the field of (applied) peace linguistics (PL)?

If the former case resonates with you, first and foremost, I want to empathize with you. Language learning requires continuous effort, using languages necessitates confidence and competence, teaching is a worthwhile but demanding profession, and research comes with its own set of challenges. If you have never heard of PL, you are not alone. I myself only came across the field recently, although it has academic roots as far back as the 1987 Linguapax Conference at least.

So, are you curious, as I have been, to learn more about this interdisciplinary field? While I am not yet an expert in this area, having done some poking around, I have learned a thing or two and identified and contacted several key individuals after productivity profiling. (There are many others I sadly could not include here.) By introducing these inspirational and dedicated human beings and their work, I hope to give you an idea of the diversity of experiences and orientations of each, as well as a sense of how the field is slowly developing in interesting and promising directions. Ready for a brief chronological presentation?

Francisco

First of all, you may be interested to learn that many people consider the founding father of PL to be a Brazilian scholar named Francisco Gomes de Matos. This visionary peace linguist, whose colorful career spans over 60 years and who was recently recognized as a Teacher of Peace by Pax Christi USA, became an English teacher in 1956 and a linguist in 1960 after graduating with a master’s in linguistics from the University of Michigan. He completed his PhD in applied linguistics at Pontifícia Universidade Católica in São Paulo in 1973. In his dissertation on linguistic principles and in his early work, he argued for the humanization of language teaching and learning. Though he sometimes claims his commitment to PL started in the 1990s when he coined the concept-term communicative peace, essentially referring to constructive and dignifying communication, he had previously begun advocating for human and linguistic rights and responsibilities as well as peace as a universal priority in language education.

David

While he declined to take credit for pioneering the field, world-renowned British linguist David Crystal supported the movement toward peace by publishing the first formal definition of PL in A Dictionary of Language (1999) and A Dictionary of Linguistics and Phonetics (2003). In case you are interested, his definition is: “A climate of opinion which emerged during the 1990s among many linguists and language teachers, in which linguistic principles, methods, findings, and applications were seen as a means of promoting peace and human rights at a global level. The approach emphasizes the value of linguistic diversity and multilingualism, both internationally and intranationally, and asserts the need to foster language attitudes which respect the dignity of individual speakers and speech communities” (Crystal, 1999, pp. 254–255).

Patricia

The next pioneer is another Brazilian scholar, Patricia Friedrich, senior associate dean of academic enterprise and a professor of sociolinguistics at the New College of Interdisciplinary Arts and Sciences at Arizona State University. Patricia received her PhD in English linguistics from Purdue University in 2001, but her educational background includes the study of both languages and literatures. In her writing, she has covered a wide range of critical topics, publishing over 40 articles and book chapters in periodicals such as Harvard Business Review and World Englishes. A couple of recent book titles bearing her name include The Sociolinguistics of Digital Englishes (2016) and Applied Linguistics in the Real World (2019). Those interested in learning especially about peace sociolinguistics may be pleased to know that she has published a book called Language, Negotiation and Peace: The Use of English in Conflict Resolution (2007) and edited volumes, notably Nonkilling Linguistics: Toward Practical Applications (2012) for the Center for Global Nonkilling and English for Diplomatic Purposes (2016). She is currently editing a book on anti-racism and linguistics and Englishes online. Very much in line with her mission of peacebuilding, she is drawn to projects that further understandings of justice and inclusiveness, peaceful communication, and cultural awareness. Quite suitably, she teaches courses in sociolinguistics, forensic linguistics, and the history of English. Among other notable achievements, Patricia has facilitated the creation of such degrees as disability studies and conflict resolution at New College and chairs the New College Anti-Racism Council in her unit. In her free time, she is also a novelist with more books in the works.

Rebecca

While the American professor emerita and distinguished scholar-teacher Rebecca L. Oxford, famous for her award-winning work on language-learning strategies, has not used the exact term PL much in her work, she has contributed in noteworthy ways with her interdisciplinary and multimethod “language of peace approach.” Rebecca’s educational background (with degrees in Russian language and educational psychology from prestigious universities), distinguished career, and life experiences have enabled her to publish 15 volumes, of which seven are on peacebuilding, transformative education, and spirituality. Three that particularly stand out are The Language of Peace: Communicating to Create Harmony (2013), an edited volume, Understanding Peace Cultures (2014), and a volume she co-edited this year, Peacebuilding in Language Education: Innovations in
Theory and Practice.

At the moment, she also co-edits two book series—Spirituality, Religion, and Education (Palgrave) and Transforming Education for the Future (Information Age Publishing)—and she will soon publish another practical peace book for language teachers: Teaching Languages for Global Expertise: Peace and Positivity across Cultures. Rebecca has led graduate programs in both language-teacher education and psychology and has directed numerous dissertations.

Frans

Another academic, who has worked on the connection between peace education and teachers of English to speakers of other languages (TESOL) for almost a decade, is Frans Kruger. Frans is currently a senior lecturer in educational philosophy and theory at the University of the Free State in South Africa and serves on the editorial board of In Factis Pax, an online peer-reviewed journal of peace education and social justice, and as associate editor of Education as Change. In his research, Frans has explored the connection between critical peace education and TESOL by drawing on Gilles Deleuze and Félix Guattari’s immanent materialism and how this has been taken up in multiple literacies theory. The title of his 2015 doctoral dissertation, which he completed at the University of Pretoria, is “Mapping Peace and Violence in the TESOL Classroom.” Through this project, Frans explored how adult language learners transformed themselves corporeally and incorporeally through the process of becoming literate. Frans has also published research related to critical peace education, social and eco-justice education, and critical posthumanism.

Noriko

A pragmatician over in Japan, Noriko Ishihara, has been working on peace linguistics since about 2016. In an email, this professor of applied linguistics and (T)EFL at Hosei University described her work as follows: “I facilitate language teachers’ professional development courses in Japan, online, and elsewhere with a special focus on L2 pragmatics and intercultural communication. I am working to bridge peace linguistics and critical awareness of equity and diversity in language learning/teaching.” Noriko also let me know that the second edition of her book with Andrew Cohen, Teaching and Learning Pragmatics: Where Language and Culture Meet (2022), will include peace linguistics, with examples of how it could be applied in language learning/teaching.

Andy

Andy Curtis, an applied linguist living in Canada who served as the 50th president of TESOL International, is credited with designing and teaching the first credit-bearing PL course for undergraduates, at Brigham Young University–Hawaii in 2017. (This interdisciplinary course is still being offered.) He was also the guest editor for the landmark 2018 TESL Reporter special issue “From Peace Language to Peace Linguistics.” Since 2017, he has published around a dozen articles on PL, and he has recently been researching and writing about what he dubs the new peace linguistics (NPL). In an email, he stated that NPL “has a much more explicitly political focus, on those with the power to bring about peace or to start wars. For example, analyzing the language of leaders like Trump and their followers.” Andy will be publishing a book this fall called The New Peace Linguistics and the Role of Language in Conflict.

Usman

In Nigeria, Usman Muhammed Bello teaches in the Department of English at the University of Abuja. He has contributed to the development of PL through his application of pragmatic and grammatical frameworks. As he states regarding his 2020 publication: “My article ‘Minimising Conflicts and Confrontations in Language Use: Perspectives from peace linguistics’ blends these two frameworks in the theorization of a nonconfrontational approach to matters of disagreement.” We congratulate Usman on completing his PhD dissertation in PL, entitled “The Lexico-Syntactics of Peace Linguistics: A linguistic analysis of selected international land and maritime boundary agreements” (2021).

Jocelyn

And where do I fit into all this? A newcomer to the field based in South Korea, I first heard about PL in 2018 when I was studying and learning to practice nonviolent communication and happened upon some of Francisco’s work. I became fascinated with his life journey and wrote a biographical piece about him in 2019 entitled “Peace Linguistics: Contributions of peacelinguactivist Francisco Gomes de Matos.” More recently, I published a book review on Peacebuilding in Language Education by Oxford et al. (2021), in which I included a typology of PL and a poem on its evolution. I hope to publish more articles soon, particularly related to the history and evolution of PL, and hope my involvement in linguistics, reflective practice, social justice education, and other areas will guide me well.

I recently launched a Facebook group for scholars and practitioners around the world who are interested in discussing, researching, and reporting on peace linguistics and peace language education. If you are one of them, I welcome you to join our growing community by visiting this www.facebook.com/groups/peacelinguistics or contacting me. Together, we can work toward “the goal of promoting peace and peacebuilding through systematic study, deliberate teaching, and conscious use of languages spoken, written, and signed” (Wright, 2021) in our classes, schools, and communities.

Jocelyn Wright, associate professor in the Department of English Language and Literature at Mokpo National University, South Korea, has taught graduate courses including Applied Linguistics, Critical Pedagogy, Global Englishes, and Language and Intercultural Communication and undergraduate ones on nonviolent communication, intercultural leadership, and language, culture, and society. Jocelyn is a lifetime member of AsiaTEFL, KOTESOL, and KATE and the founder of an international PL group. Fostering positive peace is her mission.

jocelynmnu@yahoo.com

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