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What does it take to move students beyond accurate decoding toward fluent, meaningful reading? In this episode, we welcome Kelly Maxwell and Deiysi Paredes-Monjaras, co-creators of Elevating Fluency, to explore why foundational literacy skills and language comprehension must develop together. Drawing on their experiences as a struggling reader and a multilingual learner, Kelly and Deiysi discuss the importance of connecting phonics to vocabulary, using visuals without promoting guessing, and recognizing how home language knowledge shapes reading development. They also examine the difference between decoding difficulties and cross-linguistic transfer, the unique demands of Spanish literacy instruction, and how intentional instructional shifts can help multilingual learners become confident, capable readers. Kelly Maxwell and Deiysi Paredes-Monjaras are reading interventionists and co-creators of Elevating Fluency, a K–5 structured literacy supplemental program designed to connect word recognition with language comprehension. Kelly currently serves as a literacy coach and reading interventionist at a dual language elementary school. Deiysi taught first-grade Spanish in a dual language classroom for 13 years and now serves as a Spanish literacy interventionist, biliteracy coach, and dual language specialist. Together, they bring decades of practical expertise to helping students become confident, skilled readers. Key Takeaways: Fluency goes beyond decoding. Connecting phonics, vocabulary, oral language, and meaning helps students become confident, skilled readers.Home languages are literacy assets. Recognizing cross-linguistic connections helps teachers build on students' strengths and distinguish language differences from reading difficulties.Intentional instruction connects reading and language. Strategic visuals, explicit modeling, and meaningful oral language practice strengthen foundational skills and comprehension. Timestamps: (00:00) Welcome to Literacy Across Languages! (01:31) Meet Kelly Maxwell and Deiysi Paredes-Monjaras (07:41) Connecting Sounds, Print, and Language (09:34) Building Meaning into Phonics Instruction (11:51) Using Visuals Without Promoting Guessing (13:10) Looking Beyond Reading Scores (15:40) Language Differences or Decoding Difficulties? (20:19) Leveraging Home Language Connections (24:18) Designing Fluency Instruction for Spanish (29:40) Small Shifts That Strengthen Language and Literacy (31:39) Learning from Our Students (34:06) Until Next Time! Episode Resources: Explore Elevating Fluency to connect foundational literacy skills with language comprehension.Discover Elevating Fluency Español for Spanish literacy and fluency instruction. Stay Connected: Visit us at ⁠literacyacrosslanguages.com⁠, follow us on ⁠Instagram⁠, or connect with ⁠⁠Mary⁠⁠ and ⁠Katherine⁠⁠ on LinkedIn. Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going. Keywords: reading fluency, multilingual learners, structured literacy, science of reading, science of language acquisition, language comprehension, word recognition, decoding, phonemic awareness, phonics instruction, oral language development, vocabulary development, cross-linguistic transfer, home language assets, biliteracy, Spanish literacy, dual language education, cognates, articulatory gestures, visual scaffolds, foundational literacy skills, reading intervention, language acquisition, decoding difficulties, explicit instruction, reading comprehension, Elevating Fluency, Elevating Fluency Español, asset-based instruction, multilingual literacy

How can educators distinguish expected language differences from signs of a language disorder? In this episode, Dr. Ellen Kester explores how contrastive analysis helps teachers understand the influence of students' home languages on English literacy development. She discusses predictable cross-linguistic patterns, the importance of explicit instruction grounded in students' existing linguistic knowledge, and the role of dynamic assessment in preventing inappropriate special education referrals. Throughout the conversation, Dr. Kester challenges deficit-based interpretations of multilingual learners' language use and emphasizes how an assets-based approach can strengthen literacy instruction, assessment, and educational equity. Dr. Kester founded Bilinguistics to meet the speech and language needs of children from diverse backgrounds. She provides workshops around the United States and beyond on bilingualism, assessment of bilingual students, and effective intervention practices with diverse populations. Dr. Kester has served as adjunct faculty at The University of Texas at Austin teaching courses in language development, assessment and intervention of language disorders, early childhood intervention, preschoolers with special needs, and measurement. Her research and clinical work address the important issue of differentiating bilingual children with typical development from those with language impairment, and identifying appropriate goals for intervention with bilinguals. Home languages are an asset for learning English. Teachers can build on what multilingual learners already know to support literacy development. Language differences are not always errors. Understanding how languages work helps teachers recognize expected patterns and make better instructional decisions. Assessment should focus on how students learn, not just what they know. Dynamic assessment helps educators distinguish language differences from potential disorders and identify when additional support is needed. Access the Bilinguistics World Language Library to explore cross-linguistic patterns and language comparisons. Discover Difference or Disorder through Bilinguistics to support more informed language assessment and literacy instruction. Explore Sharynne McLeod's Multilingual Children's Speech resources to learn about speech sound development across languages. Visit us at ⁠literacyacrosslanguages.com⁠, follow us on ⁠Instagram⁠, or connect with ⁠⁠Mary⁠⁠ and ⁠Katherine⁠⁠ on LinkedIn. Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going. multilingual learners, bilingual education, contrastive analysis, cross-linguistic transfer, language difference versus disorder, English language development, literacy instruction, home language, linguistic diversity, speech-language pathology, phonological development, phonemic awareness, phonotactic constraints, language acquisition, morphology, grammatical development, language assessment, dynamic assessment, special education referrals, educational equity, assets-based instruction, culturally responsive teaching, explicit instruction, multilingual literacy, linguistic repertoire, language development, instructional decision-making, Bilinguistics, Dr. Ellen Kester, Difference or Disorder

We're revisiting our very first interview on Literacy Across Languages! In this episode, Dr. Jana Echevarría joins us to discuss effective instructional strategies for multilingual students who are learning to read. The conversation highlights the interdependence of language and literacy, the need for collaboration among educators, and the importance of building language, literacy, and knowledge in tandem. Dr. Jana Echevarría is Professor Emerita at California State University, Long Beach, where she was selected as Outstanding Professor. She is co-creator of the SIOP (Sheltered Instruction Observation Protocol) Model and a leading researcher in effective instruction for multilingual learners. Dr. Echevarría was inducted into the California Reading Hall of Fame in 2016 and has served as an expert on English learners for the U.S. Department of Justice Civil Rights Division. She is also an author on a research-aligned reading program, Emerge!, published by McGraw-Hill. Key Takeaways: Language is the engine of literacy. They develop together, not in isolation.All teachers are both language and literacy teachers. Collaboration is essential to meet students' needs.Effective literacy instruction for multilingual learners requires both code-based skills (decoding) and meaning-based skills (language comprehension) delivered with intentional scaffolds.Comprehensible input through visuals, gestures, and structured interaction accelerates both language development and meaning-making. Timestamps: (0:00) Welcome to Literacy Across Languages! (01:45) Meet Dr. Jana Echevarria (09:04) Bridging the Science of Reading and the Science of Language Acquisition (12:28) The Relationship Between Language and Literacy (22:34) Comprehensible Input (25:18) Leveraging the Home Language (28:42) Code-Based vs. Meaning-Based Instruction (38:20) Finding Common Ground (44:05) Until Next Time! Episode Resources: Visit Dr. Echevarría's website for SIOP resources.Download the SIOP Model Lesson Planning Framework Checklist.Join the Reading League's monthly EL/EB Meeting Zoom calls. Stay Connected! Visit us at ⁠literacyacrosslanguages.com⁠, follow us on ⁠Instagram⁠, or connect with ⁠⁠Mary⁠⁠ and ⁠Katherine⁠⁠ on LinkedIn. Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going. Keywords: multilingual education, SIOP model, language literacy, comprehensible input, cross-linguistic resources, effective teaching strategies, science of reading, teacher collaboration, literacy instruction, bilingual education

Dr. Sarah Cioffi joins Mary and Katherine to explore what it takes to make multilingual literacy a shared responsibility across an entire school rather than the work of the ENL teacher alone. The conversation examines teacher preparation, collaboration, MTSS, culturally and linguistically responsive Tier 1 instruction, and the importance of distinguishing language acquisition from reading difficulties. It also highlights oracy as a foundation for literacy and calls on educators to design rigorous instruction that anticipates multilingual learners from the beginning while recognizing multilingualism as an asset. Dr. Sarah Cioffi is a veteran educator, researcher, and multilingual literacy consultant with 36 years in education, including 16 years in leadership positions at Scotia Glenville, Bethlehem, and Shenendehowa School Districts in upstate New York. She retired as the K–12 administrator for ENL at Shenendehowa and currently teaches in the MAT programs at Bard College and Siena University. She serves on the New York State ELL Leadership Council and the New York State Seal of Biliteracy Task Force, founded and formerly directed the Capital Region ENL Roundtable, and consults with districts and educational organizations across New York State. Her research focuses on the roles, responsibilities, and needs of content area teachers of multilingual learners. Key Takeaways Supporting multilingual learners is a schoolwide responsibility. ENL teachers bring specialized expertise, but every educator needs the knowledge to support language and literacy development.MTSS decisions for multilingual learners should account for language development. Educators need multiple sources of data to distinguish language acquisition from other learning needs.ELD is not an intervention. Language development begins in Tier 1 and continues alongside instruction and intervention throughout Tiers 2 and 3. Timestamps (00:00) Welcome to Literacy Across Languages! (01:28) Meet Dr. Sarah Cioffi (09:09) The Districts That are Getting it Right for Multilingual Literacy (11:43) The Unique Role and Expertise of the ELD Specialist (14:51) MTSS for Multilingual Students (18:27) Determining Whether Multilingual Students Require Intervention (22:09) Designing Instruction for Multilingual Success (27:30) Is ELD Support Just Good Teaching? (33:04) Features of Schools That Center Multilingual Learning (40:46) Expanding Our Knowledge Base as Educators (42:18) The Courage of Multilingual Students (45:24) Until Next Time! Episode Resources Visit SBC Instructional Consulting to learn more about Dr. Sarah Cioffi’s work supporting multilingual learners and educators. Stay Connected Visit us at ⁠literacyacrosslanguages.com⁠, follow us on ⁠Instagram⁠, or connect with ⁠⁠Mary⁠⁠ and ⁠Katherine⁠⁠ on LinkedIn. Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going. Keywords multilingual learners, multilingual literacy, English language learners, ENL instruction, literacy instruction, language development, second language acquisition, MTSS, Tier 1 instruction, reading intervention, special education, reading difficulties, teacher preparation, professional learning, instructional collaboration, co-planning, school-wide capacity, asset-based instruction, multilingualism, Universal Design for Learning, equitable literacy, science of reading, instructional scaffolds, oracy, academic language, content objectives, language objectives, culturally responsive instruction, student identity, literacy access, educator leadership

Dr. Marisa Ramirez Stukey joins Mary and Katherine to explore reading comprehension as an outcome of multiple systems working together rather than a single skill. Their conversation examines how educators can look beneath apparent comprehension difficulties, use students’ home languages and knowledge as resources, and support meaning making across the word, sentence, and discourse levels while keeping language, identity, and cultural context at the center. Dr. Marisa Ramirez Stukey is the Chief Academic Officer for The Reading League and Content Editor for The Reading League Press, where she leads academic strategy and professional learning initiatives and oversees the development of content aligned with the science of reading. She brings more than 20 years of experience as a classroom teacher, instructional coach, higher education instructor, and national consultant, with work centered on literacy, professional learning, and systems change. She is the coauthor of Professional Learning Redesigned: An Evidence-Based Guide and holds a PhD in curriculum and instruction and a master’s degree in reading education from the University of Florida. Key Takeaways: Comprehension is an outcome, not a single skill. It depends on word reading, language, knowledge, strategy use, and motivation working together.English proficiency does not define what multilingual learners know or understand. Look beyond what students can demonstrate in English to uncover their full knowledge and abilities.Look beneath a comprehension struggle to identify what needs support. Accurate decoding does not guarantee understanding, so consider language, knowledge, and cultural context before determining next steps. (00:00) Welcome to Literacy Across Languages! (01:31) Meet Dr. Marisa Ramirez Stukey (06:36) Bridges Between Structured Literacy and Multilingual Education (09:53) Comprehension as an Outcome of Instruction (13:56) Digging Deeper into Comprehension Difficulties (18:24) Reading Comprehension at the Word Level (24:08) Reading Comprehension at the Sentence Level (28:44) Reading Comprehension at the Text Level (31:07) Reading Comprehension Supported by Writing (33:30) The Language We’re Loved In (35:19) Until Next Time! Read Julie A. Van Dyke’s article on language science and syntax in The Reading League Journal.Dig into sentence-level instruction with Syntax: Knowledge to Practice by Margie Gillis and Nancy Chapel Eberhardt.Listen to our conversation with Dr. Antonio Fierro to learn more about amplifying language for multilingual learners. Visit us at ⁠literacyacrosslanguages.com⁠, follow us on ⁠Instagram⁠, or connect with ⁠⁠Mary⁠⁠ and ⁠Katherine⁠⁠ on LinkedIn. Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going. reading comprehension, multilingual learners, multilingual literacy, science of reading, science of language acquisition, language comprehension, word reading, decoding, background knowledge, linguistic knowledge, home language, cross-linguistic transfer, cross-linguistic awareness, vocabulary development, academic language, cognates, morphology, syntax, sentence comprehension, discourse, text comprehension, cultural context, meaning making, comprehension assessment, oral language, reading and writing, oral rehearsal, student identity, evidence-based literacy instruction, language development

Dr. Ingrid Heidrick joins Mary and Katherine to explore how educators can use district-adopted literacy curricula while making intentional adjustments for multilingual learners. The conversation examines language demands, background knowledge and comprehension, foundational literacy, oral language development, instructional routines, and the gradual release of scaffolds. Throughout the episode, Ingrid emphasizes teacher knowledge and agency in integrating language development across content areas and the school day. Dr. Heidrick is the founder of Advocating for Emergent Bilinguals Through Language and Literacy, or AEBLL, a New York City-based educational consultancy. A linguist specializing in bilingualism, adolescent literacy, and reading disabilities, she partners with schools and districts to advance outcomes for emergent bilinguals, students with disabilities, and all learners through evidence-based language and literacy instruction that sustains students’ cultural and linguistic identities. She is also the curriculum designer of Linguistics for Teachers, an online professional learning course, and a certified Orton-Gillingham practitioner whose work focuses particularly on adolescent multilingual learners developing foundational language and literacy skills while accessing rigorous academic content. Linguistics for Teachers of Emergent Bilinguals Course with coupon code LAL20! Episode Takeaways: District-adopted literacy curricula may include supports for multilingual learners without fully addressing English language development. Curriculum should serve as a resource rather than replace teacher expertise. Make intentional adjustments based on the linguistic and academic needs of the students.Planning for multilingual learners starts with the text. Identify the background knowledge, concepts, and vocabulary students need before expecting them to analyze the text. Timestamps: (00:00) Welcome to Literacy Across Languages! (01:31) Meet Dr. Ingrid Heidrick (07:03) Implementing Mandated Literacy Curricula with Multilingual Learners (15:00) Identifying Language Demands within Literacy Lessons (20:20) Fidelity and Responsiveness within Disciplinary Literacy Lessons (23:29) Fidelity and Responsiveness within Foundational Literacy Lessons (30:35) Teaching Literacy Skills vs. Teaching Knowledge (34:26) Oral Language as the Base for Literacy Development (39:14) Effective Routines for Language and Literacy Development (45:56) Working as a School Community to Support Multilingual Literacy (53:35) The Brilliance and Resilience of Multilingual Students (56:37) Until Next Time! Explore Dr. Ingrid Heidrick’s resources for putting evidence-based language and literacy instruction into practice at AEBLL.com.Read Dr. Ingrid Heidrick’s recent journal articles on evidence-based language and literacy practices for adolescent newcomers and using literacy assessment data to better support Spanish-speaking newcomers with developing literacy.Revisit our conversation with Dr. Ana Taboada to explore the Active View of Reading for multilingual learners. Stay Connected! Visit us at ⁠literacyacrosslanguages.com⁠, follow us on ⁠Instagram⁠, or connect with ⁠⁠Mary⁠⁠ and ⁠Katherine⁠⁠ on LinkedIn. Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going. Keywords: multilingual learners, emergent bilinguals, literacy instruction, language development, science of reading, language acquisition, curriculum fidelity, curriculum adaptation, teacher agency, instructional decision making, instructional design, reading comprehension, background knowledge, vocabulary instruction, academic vocabulary, oral language, foundational literacy, phonics, morphology, decoding, adolescent literacy, text complexity, scaffolding, instructional routines, WIDA, Can Do Descriptors, standalone ENL, integrated instruction, written expression, multilingual literacy

Dr. Antonio Fierro explores why language must be understood as the foundation of literacy for English Learners, connecting phonological awareness, word recognition, sentences, and discourse. He discusses how teachers can create language-rich classrooms, listen closely to students’ oral language, build on cross-linguistic knowledge, and pair structured literacy with multilingual education so that rigorous instruction remains accessible without treating language differences as deficits. Antonio A. Fierro is the author of El muro de sonidos y deletreo, a Spanish sound–spelling phonetics curriculum for young children, and co-author of Kid Lips, both published by the 95 Percent Group, where he currently serves as Literacy Expert in Residence. He is also a Visiting Fellow at the Science of Reading Center at SUNY, New Paltz. Dr. Fierro spent nearly two decades as part of the national LETRS cohort of literacy consultants led by Dr. Louisa Moats. He has spearheaded initiatives to advance evidence-based instruction for English learners, shaping education policy at both state and national levels. Drawing on this experience, he is also dedicated to working with higher education institutions to strengthen educator preparation programs, emphasizing the psychology of reading and equipping future teachers to meet the needs of all learners. Key Takeaways Language is the common thread connecting every level of literacy. Sounds become words, words become sentences, and sentences grow into conversations, explanations, and stories. Every classroom functions as a language laboratory. Students need opportunities to experiment with language, make hypotheses, and overgeneralize. Oral language provides a foundation for literacy development. Reading and writing can strengthen language while growing language knowledge also supports reading and writing. Timestamps (00:00) Welcome to Literacy Across Languages! (01:43) Meet Dr. Antonio A. Fierro (11:31) The Thread of Oral Language Across Literacy Development (18:58) Aligning Language and Literacy Instruction (22:36) Observing Student Language to Guide Instruction (28:49) Expanding Teacher Knowledge of Language Development (35:07) Bringing Together Structured Literacy and Second Language Acquisition (39:06) Maintaining Rigor for English Language Learners (44:30) Multilingualism as an Asset, Not a Deficit (46:08) Until Next Time! Episode Resources Deepen your knowledge of language and literacy instruction with LETRS.Check out Dr. Fierro’s book, El muro de sonidos y deletreo, to learn more about Spanish sound-spelling instruction.Learn more about language development standards for multilingual learners through WIDA. Stay Connected! Visit us at literacyacrosslanguages.com, follow us on Instagram, or connect with ⁠Mary⁠ and Katherine⁠ on LinkedIn. Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going. Keywords multilingual learners, English learners, structured literacy, language development, literacy instruction, oral language, science of reading, science of language acquisition, phonological awareness, phonemic awareness, phonics, phonology, orthography, morphology, semantics, syntax, pragmatics, oral discourse, written discourse, cross-linguistic transfer, translanguaging, linguistic assets, language-rich classrooms, teacher language knowledge, explicit instruction, academic language, language scaffolds, educator preparation, biliteracy, multilingual education

Kari Kurto of The Reading League joins Literacy Across Languages to explore how the science of reading and structured literacy can support multilingual learners and English learners. The conversation examines language as common ground between literacy and EL/EB education, including explicit and systematic instruction, linguistic assets, assessment, contrastive analysis, and how educators can provide comprehensive, evidence-aligned literacy instruction that is responsive to multilingual learners. Kari Kurto is the Director of Policy and Partnerships at The Reading League. She directs all work related to The Reading League Compass, the Curriculum Evaluation Guidelines and Navigation Reports, and TRL's Educator Preparation Program Partnerships. She supports work related to English Learners and Emergent Bilinguals, Diversity, Equity, Inclusion, and Belonging (DEIB) and also runs communities of practice for state education agencies, faculty from educator preparation programs, publishers, and other stakeholder groups seeking to implement evidence-aligned practices. Kari has presented at conferences both nationally and internationally. She formerly worked as a Literacy Specialist at the Rhode Island Department of Education where she led statewide efforts to implement the Rhode Island Right to Read Act. Kari is an Orton Gillingham trained practitioner who worked at Middlebridge School in Narragansett, Rhode Island, and Rawson Saunders School in Austin, Texas. Before her career in education, Kari worked as a Casting Director in Los Angeles. She and her three wonderful children live in southern Rhode Island. Language can serve as common ground across literacy, multilingual education, and special education. A shared focus on language can bridge these communities around student needs.Structured literacy builds educators’ knowledge of how language works. For multilingual learners, this helps teachers build on linguistic strengths and identify areas of need.Multilingual learner specialists need a voice in schoolwide literacy conversations. Their expertise can strengthen language supports and improve instructional coherence. In This Episode: (00:00) Welcome to Literacy Across Languages! (04:18) Meet Kari Kurto (09:39) Collaboration and Building Bridges in Education (10:42) The Science of Reading and Implementation for English Learners/Emergent Bilinguals (16:27) English Learner/Emergent Bilingual Community of Practice (19:10) The Science of Reading is Not One Size Fits All (22:42) Essential Components of Structured Literacy for Multilingual Learners (26:55) Comprehension: Both a Process and a Product (31:21) Structured Literacy Implementation with Multilingual Learners (40:35) The Reading League’s Contrastive Analysis Guide for Understanding Students’ Languages (44:49) Language at the Heart of It All Episode Resources: Explore English Learners / Emergent Bilinguals and the Science of Reading on The Reading League Compass. Use The Reading League’s Contrastive Analysis Resources to compare languages. Read the Joint Statement on the Science of Reading and Implementation for English Learners and Emergent Bilinguals. Stay Connected Visit us at literacyacrosslanguages.com and follow us on Instagram or LinkedIn! ⁠ Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going. science of reading, structured literacy, multilingual learners, English learners, emergent bilinguals, language development, literacy instruction, comprehensive literacy, evidence-aligned instruction, explicit instruction, systematic instruction, phonological awareness, phoneme awareness, phonics, fluency, morphology, semantics, syntax, reading comprehension, knowledge building, writing, contrastive analysis, linguistic assets, home language, dual language instruction, assessment, data analysis, collaboration, teacher knowledge, multilingual literacy, The Reading League

Meg Medina served as the 2023-2024 National Ambassador for Young People’s Literature. She is the author of many notable and award-winning works for young readers of all ages, including the Newbery Medal-winning and New York Times bestselling book Merci Suárez Changes Gears, the first in a trilogy. Her most recent novel, Graciela in the Abyss, was a 2026 ALSC Notable Children’s Book and a CCBC Choices 2026 selection. Illustrated by Anna and Elena Balbusso, the novel was also awarded the prestigious 2026 Hamilton King Award by the Society of Illustrators. Meg Medina’s work examines how cultures intersect through the eyes of young people. She brings audiences stories that speak to both what is unique in Latino culture and qualities that are universal. Her newest middle-grade novel is Graciela in the Abyss. The daughter of Cuban immigrants, she grew up in Queens, New York, and now lives in Richmond, Virginia. In this episode, Meg unpacks the power of storytelling, bilingualism, authentic representation, and the important role books play in helping children connect to their identities, families, and communities. Meg also shares the inspiration behind her latest novel, Graciela in the Abyss —an atmospheric underwater fantasy filled with unforgettable characters, bioluminescent mysteries, and profound questions about community, grief, and hope. Key Takeaways: Books can position multilingual children as experts in the classroom. Familiar words, expressions, traditions, and experiences give students opportunities to contribute knowledge that teachers or classmates may not have.Authentic representation depends on getting culturally specific details right. Language, vocabulary, family relationships, history, and lived experience all contribute to whether a story feels true.Reading can strengthen relationships within families when books become part of family life. Sharing stories and talking about books can create meaningful connections across generations and different reading preferences. Timestamps: (00:00) Welcome to Literacy Across Languages! (01:30) Meet Meg Medina, Award-Winning Children's Book Author (06:37) Growing Up Bilingual in Queens (09:49) Authentic Latino Representation in Children's Literature (13:15) Bilingual Books and Spanish-Language Editions (19:17) Mango, Abuela, and Me / Mango, Abuela y yo (22:37) Graciela in the Abyss / Graciela en el abismo (31:34) National Ambassador for Young People's Literature (36:54) What Kids Really Want to Read (39:58) Multilingualism, Identity, and Connection (42:03) Takeaways for Teaching Multilingual Learners Episode Resources: Explore Meg Medina’s Cuéntame! Let’s Talk Books videos from her time as National Ambassador for Young People’s Literature.Visit Meg Medina’s website to learn more about her books and work with young readers.Discover Graciela en el abismo, the Spanish edition of Meg’s newest novel. Stay Connected: Visit us at literacyacrosslanguages.com and follow ⁠Mary⁠ and Katherine⁠ on LinkedIn.Enjoying the podcast? Follow, leave a review, and share your favorite episodes with fellow educators to keep the learning going. Keywords: multilingual learners, multilingual readers, multilingual children’s literature, kidlit, own voices, bilingual children’s literature, authentic representation, Latino children’s literature, Latino representation, bilingualism, multilingualism, Spanish language books, bilingual books, language of home, heritage language, cultural identity, linguistic identity, family storytelling, intergenerational storytelling, culturally responsive literature, literary translation, translation and culture, reading identity, reading choice, reading joy, student agency, family literacy, belonging

Beth Bevars is a library director in the Finger Lakes region of New York and a literacy advocate focused on supporting families and educators through community literacy hubs. Marion Waldman comes from educational publishing and works to expand access to evidence-based literacy resources through partnerships with libraries, publishers, and literacy organizations. Together, they support libraries across the United States and Canada in building literacy hubs grounded in the science of reading through their nonprofit organization, Teach My Kid to Read. In this episode, Beth and Marion discuss their work transforming public libraries into community literacy hubs that support evidence-based reading instruction. They unpack the inequities surrounding literacy access, the importance of decodable texts, the role of libraries in supporting multilingual learners and educators, and how libraries can become sustainable community partners in advancing the right to read for all children. Key Takeaways: Libraries are uniquely positioned to support literacy because they serve every member of the community. They can provide equitable access to evidence-based reading resources for families, educators, and students. Decodable books are an important missing piece in many public library collections. Libraries can strengthen early literacy support by adding structured, evidence-based texts for beginning readers. Effective decodable collections should reflect the needs of the local community. Libraries benefit from selecting materials that align with school instruction, language needs, age groups, and community priorities. Timestamps:(00:00) Welcome to Literacy Across Languages! (01:41) Meet Marion Waldman and Beth Bevars (08:49) Libraries as Partners in Literacy Development (12:39) Transforming Libraries into Literacy Hubs (14:37) Training Librarians in Research-Based Literacy Instruction (16:54) Libraries as Resources for Literacy Educators (18:52) How Libraries Can Support Multilingual Families (23:10) Curating Decodable Texts, Multilingual Books, and Early Literacy Resources (27:51) Selecting High-Quality Books for Multilingual Students and Beginning Readers (31:16) First Steps for Libraries Interested in Becoming a Literacy Hub with Teach My Kid to Read Episode Resources: Explore the Teach My Kid to Read community and literacy hub resources at Teach My Kid to Read Learn more about the Science of Reading Center at SUNY New Paltz and its micro-credential opportunities. Visit the Literacy at New York Libraries page to explore more literacy resources. Stay Connected: Visit us at ⁠literacyacrosslanguages.com⁠. Email us with questions or episode suggestions at [email protected]. Follow ⁠Mary⁠ and ⁠Katherine⁠ on LinkedIn. Like, subscribe, and share this episode with fellow educators, or share a review to help others find us! Keywords: literacy, science of reading, structured literacy, decodable books, libraries, literacy hubs, multilingual learners, dyslexia, community literacy, evidence-based reading instruction, early literacy, phonemic awareness, oral language, language comprehension, equitable access, family literacy, public libraries, literacy equity, beginning readers, reading intervention, teacher professional learning, culturally responsive libraries, bilingual books, multilingual families, reading development, literacy coaching, community partnerships, library programming, educator support, literacy advocacy

Yoshito Darmon-Shimamori is the founder of Library 4 Multilinguals, an author dedicated to empowering multilingual and multicultural children, and the host and organizer of the annual online conference, the Grand Multiliteracy Event. Drawing on his own bilingual upbringing, over 14 years of classroom experience, and his everyday life as a parent raising multiliterate children, he supports families and educators to nurture confident identities across languages and cultures. Yoshito has published four books designed to help young people grow up multilingual, multicultural, and multiliterate through stories and tools that are engaging, practical, and joyful. His work champions the idea that every language a child speaks is a strength, and he shares real life approaches for helping children read, write, and think across languages so that literacy becomes a bridge between home, school, and community. In this episode, Yoshito shares how his own experiences with bilingualism, literacy, and identity shaped his work supporting multilingual families and educators. Together, the conversation explores why multiliteracy matters beyond oral language development, how families can make reading and writing meaningful, and how motivation, joy, and purposeful routines help children sustain their languages over time. Key Takeaways: Literacy can deeply shape how multilingual children see themselves and their identities. Children often feel a stronger sense of belonging when they can read and write in their languages as well as speak them. Motivation plays a critical role in multiliteracy development. Children are more likely to persist when literacy activities feel meaningful, enjoyable, and connected to their lives. Parents and educators must often create motivation for home language literacy intentionally. Unlike school language literacy, home language literacy may require purposeful opportunities and encouragement. Timestamps: (00:00) Welcome to Literacy Across Languages! (02:05) Meet Yoshito Darmon-Shimamori (07:12) Raising Multilingual, Multicultural, and Multiliterate Children (11:34) The Importance of Literacy Across Languages (13:19) Literacy Routines for Multilingual Families (19:07) Nurturing Multiliteracies in Young Children (22:16) Motivational Changes as Multilingual Children Grow Up (24:07) In Search of Lost Words, an Interactive Multilingual Graphic Novel (26:02) Finding Books in Multiple Languages (28:53) Common Challenges Raising Multiliterate Children (32:02) The Grand Multi-Literacy Event, a Free Resource for Educators and Families (36:23) Multiliteracy as a Bridge Between Cultures (38:18) Takeaways for Teaching Episode Resources: Explore Yoshito’s books and resources for multilingual literacy, including The Parent’s Guide to Raising Multi-Literate Children, at Library 4 Multilinguals. Watch Yoshito’s video interviews with language and literacy experts as part of his annual Grand Multi-Literacy Event. Explore dual language children’s books through BookaBooka’s Digital Library. Stay Connected: Visit us at ⁠literacyacrosslanguages.com⁠. Email us with questions or episode suggestions at [email protected]. Follow ⁠Mary⁠ and ⁠Katherine⁠ on LinkedIn. Like, subscribe, and share this episode with fellow educators, or share a review to help others find us! Keywords: multiliteracy, multilingual learners, multilingualism, bilingualism, literacy development, home language literacy, multilingual families, reading motivation, writing motivation, language identity, cultural identity, family literacy, literacy routines, multilingual children, bilingual children, reading across languages, multilingual education, language learning, literacy instruction, graphic novels, comics, manga, literacy and identity, joyful learning, literacy games, heritage languages, language maintenance, multilingual parenting, literacy engagement, culturally sustaining practices

Shifa Saltagi Safadi is the National Book Award-winning author of Kareem Between, the Amina Banana series, and several picture books, including The Gift of Eid. Born in Syria and raised in the United States, she is a bilingual Arabic-English speaker, a former English teacher, and a former reviewer of Muslim children’s books through her blog, Muslim Mommy Blog. She is passionate about helping children develop a love of reading through engaging stories, school visits, and story times. In this episode, Shifa Saltagi Safadi shares how her experiences growing up as a Syrian American multilingual learner and later teaching middle school ELA shaped her approach to writing children’s literature. She discusses the inspiration behind Amina Banana and Kareem Between, the importance of helping students feel seen through stories, and the instructional moves that supported multilingual learners in her own classroom, including the use of audiobooks, inclusive language, and culturally responsive classroom libraries. Through the conversation, Shifa highlights how humor, representation, and belonging can transform students’ relationships with reading and with themselves. Key Takeaways: Representation in literature matters deeply for multilingual learners. Seeing characters who share their experiences can help students feel visible and valued.Books can be powerful tools for language development and emotional connection. Stories help students see hope, resilience, and possibility in themselves and others.Educators play a critical role in shaping how multilingual learners view their potential. Encouragement from teachers can have a lifelong impact on students’ confidence and aspirations. Timestamps: (00:00) Welcome to Literacy Across Languages! (01:44) Meet Shifa Saltagi Shifadi (05:43) From ESL to English as an Additional Language (09:10) Books as Language Teachers (13:36) Audiobooks in the Multilingual Middle School Classroom (19:09) Writing for Early Chapter Book Readers (22:55) Writing for Middle School Readers (27:42) Muslim Representation in Children's Literature (32:38) KidLit as Windows, Mirrors, and Sliding Glass Doors (34:40) Educators' Impact on Multilingual Students (36:47) Takeaways for Teaching Episode Resources: Check out Shifa's books and educator resources at ShifaSafadi.com.Listen to Shifa discuss Kareem Between and the Amina Banana series in more detail in her podcast interviews with A Lit Life.Find more great books for your classroom at We Need Diverse Books. Stay Connected: Visit us at ⁠literacyacrosslanguages.com⁠.Email us with questions or episode suggestions at [email protected] ⁠Mary⁠ and ⁠Katherine⁠ on LinkedIn.Like, subscribe, and share this episode with fellow educators, or share a review to help others find us! Keywords: multilingual learners, multilingual education, literacy instruction, culturally responsive teaching, representation in literature, inclusive classroom libraries, bilingual students, Arabic-English learners, identity and belonging, children’s literature, middle grade books, chapter books, audiobooks in education, literacy development, language acquisition, multilingual literacy, asset-based language, student belonging, reading identity, culturally sustaining pedagogy, empathy through literature, diverse books, Syrian American identity, Muslim representation, literacy access, classroom community, language and identity, reading comprehension, multilingual student support, educator advocacy

Brandon Cardet-Hernandez is an educator and leader whose career spans roles as a teacher, turnaround principal in the South Bronx, and leader within the New York City Department of Education, where he served as senior advisor of education to Mayor Bill de Blasio. As the son of immigrants and a former multilingual learner, his work is grounded in expanding opportunity and access for students through rigorous and equitable educational experiences. This episode explores the concept of the multilingual access gap, reframing disparities in student outcomes as issues of access and system capacity rather than ability. Brandon discusses how belonging, rigorous instruction, and strategic scaffolding intersect to support multilingual learners, while also examining the role of AI as a tool to enhance, rather than replace, thoughtful instructional design. The conversation highlights the tension between innovation and caution in adopting AI tools for the classroom, emphasizing that meaningful progress depends on aligning research, tools, and human connection. Key Takeaways: The achievement gap between English learners and monolingual English speakers is best understood as an access gap. It reflects differences in opportunity and system capacity rather than student ability. Belonging is foundational to learning for multilingual students. Students must feel safe and valued in order to take the risks required for language development. Students can engage in rigorous content when appropriate supports are in place. AI can support access when grounded in research-based instructional practices. It should enhance learning rather than simplify or dilute content. Timestamps: (00:00) Welcome to Literacy Across Languages! (01:36) Meet Brandon Cardet-Hernandez (04:58) Understanding the Multilingual Learner Access Gap (07:53) Medley Learning for Scaffolding Content for Multilingual Learners (10:52) Teacher and Student Agency in Linguistic Scaffolding (15:38) Opportunities and Cautions for Multilingual Education in the Age of AI (21:15) Increasing Teacher Capacity for Meeting the Needs of Diverse Learners (27:52) The Head Work and the Heart Work of Teaching Multilingual Learners (33:58) Takeaways for Teaching Episode Resources: Learn more about Medley Learning and its approach to scaffolding existing curricula to enhance multilingual access. Explore the WIDA framework to better understand language development levels. Explore research-based scaffolding strategies for supporting multilingual learners at Colorín Colorado. Stay Connected: Visit us at ⁠literacyacrosslanguages.com⁠. Email us with questions or episode suggestions at [email protected]. Follow ⁠Mary⁠ and ⁠Katherine⁠ on LinkedIn. Like, subscribe, and share this episode with fellow educators, or share a review to help others find us! Keywords: multilingual learners, access gap, achievement gap, language development, literacy instruction, scaffolding, AI in education, EdTech, Medley Learning, teacher agency, belonging, classroom culture, cognitive demand, rigor, WIDA levels, language supports, instructional coherence, equity in education, bilingualism, biliteracy, family engagement, student agency, differentiated instruction, education technology, research to practice gap, multilingual education, language acquisition, culturally responsive teaching

Dr. Ana Taboada-Barber is a professor of education at the University of Maryland whose research focuses on reading comprehension and motivation in emergent bilingual and bilingual students. A former ESL teacher, her work examines how cognitive and motivational factors influence literacy development, with particular attention to Spanish-speaking English learners in the United States and South America, as well as bilingual students in international contexts. This episode explores how multilingual learners bring unique cognitive strengths that challenge traditional models of reading and instruction. Dr. Taboada-Barber invites educators to view bilingualism as an integrated language system and highlights the bridging processes that connect languages, the role of executive function in reading, and the critical impact of engagement, motivation, and content-rich learning on reading comprehension. She also offers concrete instructional strategies for building intentional cross-language connections in both bilingual and English-only settings. Key Takeaways: Bilingual students are not two separate monolinguals operating independently. Their languages are always active, shaping how they process and make meaning from text. The active view of reading introduces bridging as a critical process in comprehension. For multilingual learners, this includes connections between language systems as well as between reading components. Multilingual learners bring powerful cognitive strengths that support reading comprehension. Executive functions and executive control help them manage attention, process language, and navigate meaning across contexts. Timestamps: (00:00) Welcome to Literacy Across Languages! (01:24) Meet Dr. Ana Taboada-Barber (05:45) All Languages are Always Active in the Multilingual Brain (09:19) The Active View of Reading for Bilingual Learners (13:17) Teaching Moves for Bridging Processes and Languages in Reading Instruction (17:15) Executive Function and Control in Multilingual Readers (26:21) Engagement as a Driver of Multilingual Reading Achievement (30:09) Integrating Literacy, Language, and Content (33:00) Designing Dual Language Programs for Transfer (35:43) Planning for Effective Bridging Processes (38:01) Understanding Executive Function and Control in Multilingual Reading (41:09) Language as Identity (43:06) Takeaways for Teaching Episode Resources: Explore the Active View of Reading model (as we eagerly await the forthcoming AVR for Bilingual Learners!). Learn more about Patrick Proctor, Rebecca Silverman, and Renata Love Jones’s work on CLAVES, a language-based literacy curriculum designed for multilingual learners. Dive into Ellen Bialystok’s research on bilingualism and executive function to better understand the cognitive strengths of multilingual learners. Stay Connected: Visit us at ⁠literacyacrosslanguages.com⁠. Email us with questions or episode suggestions at [email protected]. Follow ⁠Mary⁠ and ⁠Katherine⁠ on LinkedIn. Like, subscribe, and share this episode with fellow educators, or share a review to help others find us! Keywords: multilingual learners, bilingual education, reading comprehension, executive function, executive control, translanguaging, active view of reading, simple view of reading, literacy development, language acquisition, engagement, reading motivation, bridging strategies, dual language instruction, cognitive flexibility, working memory, inhibition, academic vocabulary, content-based instruction, science of reading, language systems, bilingual cognition, knowledge building, instructional planning, student engagement, oral language development

Amy Siracusano is the founder and owner of Know Better, Do Better Literacy, LLC, and brings 25 years of experience in public education, including roles as a classroom teacher, Title I teacher, vice principal, and literacy specialist for the Board of Education. She is an international literacy consultant, adjunct professor in the Reading Science Advanced Certificate Program at Brooklyn College, and a national advocate for ensuring teachers have deep knowledge of language systems and instructional approaches so all students leave second grade as proficient readers and writers. In this episode, Amy Siracusano explores the deep reciprocity between oral language, reading, and writing, arguing that the field must move beyond the “science of reading” toward a more comprehensive science of literacy. The conversation centers on how oral language development serves as the foundation for multilingual learners’ success, why writing instruction has been historically neglected, and how schools can use assessment, collaboration, and flexible instructional models to meet students where they are. Key Takeaways: ​Oral language is the foundation of literacy development. Students build from language by ear and mouth into language by eye and hand.​Literacy benchmarks should be responsive to student development rather than rigid pacing guides. Meeting students where they are prevents gaps from widening over time.​Professional learning is essential for effective writing instruction. Teachers need coaching and collaboration to build confidence in teaching writing well. Timestamps: (00:00) Welcome to Literacy Across Languages! (01:50) Meet Amy Siracusano (05:03) The Importance of Continual Professional Learning in Education (08:13) The Science of Reading vs. The Science of Literacy (10:28) Oral Language as the Foundation for Writing Instruction (14:51) Meeting the Diverse Writing Needs of Multilingual Learners (20:05) Leveraging Students' Home Languages in the Classroom (26:59) Understanding Students' Home Language Systems (36:58) Resources for Writing Instruction and Professional Learning (39:41) The Brilliance of Multilingual Learners (42:01) Takeaways for Teaching Episode Resources: ​Visit Know Better Do Better Literacy Consulting to explore Amy Siracusano’s resources, coaching, and upcoming professional learning opportunities.​Explore ASHA’s language comparison resources to better understand how English sound and spelling features connect with students’ home languages.​Use the Readsters Pre-Reading Probe to assess students’ orthographic knowledge and handwriting development.​Check out Writing Matters by Dr. William Van Cleave, and Dr. Virginia Berninger’s work on the Not‑So‑Simple View of Writing to deepen your understanding of structured writing instruction. Stay Connected: ​Visit us at ⁠literacyacrosslanguages.com⁠.​Email us with questions or episode suggestions at [email protected].​Follow ⁠Mary⁠ and ⁠Katherine⁠ on LinkedIn.​Like, subscribe, and share this episode with fellow educators, or share a review to help others find us! Keywords: oral language, writing instruction, science of literacy, science of reading, multilingual learners, literacy development, transcription, composition, foundational writing skills, handwriting, penmanship, letter formation, assessment, simple view of writing, not so simple view of writing, Virginia Berninger, universal screener, flexible grouping, collaboration, home language, biliteracy, structured literacy, language acquisition, sentence development, phonics, encoding, decoding, orthographic knowledge, literacy assessment, differentiated instruction, oral rehearsal, multilingual education, early literacy, William Van Cleave