October 10, 2025English Teaching Practice & Critique

“We read to resist.”: how critical bilingual educators prepare for justice-oriented interactiveread-alouds

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Authors

SVSaba Khan Vlach MLMaría G. Leija WJWintre Foxworth Johnson

Discussion

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Overview

Qualitative case studies reveal how bilingual educators cultivate critical content knowledge and culturally sustaining practices in interactive read-alouds.

Key Points

Teachers prepared for teaching through the development of Humanizing Critical Sociocultural Knowledge (HCSK), and participated in ongoing reflection.
Findings reveal that interactive read-alouds with justice-oriented picturebooks effectively foster student engagement and critical thinking.
This qualitative multi-case study employed ethnographic methods, analyzing interviews, classroom observations, and artifacts from dual language contexts.
The implications highlight the need for teacher education programs to prioritize HCSK and culturally sustaining pedagogies in literacy instruction.

Cite This Study

Vlach et al. (2025) studied this question.

synapsesocial.com/papers/68e861857ef2f04ca37e3c48 https://doi.org/10.1108/etpc-05-2025-0102

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October 10, 2025English Teaching Practice & Critique

“We read to resist.”: how critical bilingual educators prepare for justice-oriented interactiveread-alouds

View Full Paper

Ask AI

Bookmark

Authors

SVSaba Khan Vlach MLMaría G. Leija WJWintre Foxworth Johnson

Discussion

Member takes

Overview

Qualitative case studies reveal how bilingual educators cultivate critical content knowledge and culturally sustaining practices in interactive read-alouds.

Key Points

Teachers prepared for teaching through the development of Humanizing Critical Sociocultural Knowledge (HCSK), and participated in ongoing reflection.
Findings reveal that interactive read-alouds with justice-oriented picturebooks effectively foster student engagement and critical thinking.
This qualitative multi-case study employed ethnographic methods, analyzing interviews, classroom observations, and artifacts from dual language contexts.
The implications highlight the need for teacher education programs to prioritize HCSK and culturally sustaining pedagogies in literacy instruction.

Cite This Study

Vlach et al. (2025) studied this question.

synapsesocial.com/papers/68e861857ef2f04ca37e3c48 https://doi.org/10.1108/etpc-05-2025-0102

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