Reading for justice: bilingual read-alouds as pathways to critical literacy and emotional justice inearly childhood

Purpose This study aims to examine how teachers use bilingual read-alouds in early childhood classrooms to promote critical literacy and emotional justice in dual language classrooms. The study involves two bilingual teachers who participated in a professional learning community (PLC). Design/methodology/approach Grounded in critical literacy and emotional justice frameworks, this study examines the critical conversations that occur during classroom read-aloud time. Findings Findings from this study indicate that early childhood students are able to discuss emotional justice and make personal connections as they discuss texts. Findings also indicate that there were some missed opportunities for translanguaging in the classrooms. Originality/value Findings from this study highlight the potential of justice-oriented picture books in early childhood education and underscore the need for more professional development opportunities for teachers on translanguaging and culturally sustaining practices. This study also highlights the importance of centering students’ emotional lives, cultural identities and linguistic strengths to foster both literacy and liberation.