Bridging funds of knowledge and trauma-informed practices: choosing literature for culturally and linguistically diverse students

This article puts forth a research-to-practice approach that aims to facilitate the integration of funds of knowledge and trauma-informed practices in the selection of literature for multilingual learners. The objective of this framework is to enhance support for multilingual students in literacy classrooms. Educators can utilize their funds of knowledge in asset-based ways that empower multilingual students by employing trauma-informed practices. The article commences with a definition of funds of knowledge and trauma-informed practices, followed by an exposition of the challenges associated with each theory. It then employs a table containing guiding questions to demonstrate how educators can integrate salient components of both theories into a unified framework.