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Creating Inclusive Multilingual Spaces: A Literature-Based Framework for Supporting Young Emergent Bilinguals

Year: 2025

Type: article

Abstract: This manuscript describes a summer literacy program designed to support emergent bilingual children ages 4 through 8 through a focus on culturally and linguistically diverse practices. Children engaged in literature-based activities, including read-alouds, art, music, and play, within an inclusive environment that celebrated bilingualism as an asset. The program used high-quality picturebooks to implement a three-pronged approach: interactive read-alouds, culturally relevant small-group re-engagements, and hands-on explorations. Findings underscore the importance of sensory-rich, play-based experiences, intentional collaboration among educators, and the strategic use of bilingual and translanguage picturebooks to foster meaningful connections and language development.

Source: Dialogues in Social Justice: An Adult Education Journal (The University of North Carolina at Charlotte)

Authors: Hamel, Erin, Barger, Bettie, Acevedo-Aquino, Maria

Language: English

Topic: Multilingual Education and Policy

Subfield: Linguistics and Language

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: green

OpenAlex ID: W7018242129

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