Literacy Across Languages

What happens when multilingual learners need foundational reading instruction, but existing standards don't clearly establish who is responsible for providing it? In this episode, four Georgia educators explore gaps between WIDA’s English language development standards and the science of reading, particularly for students entering U.S. schools beyond the early elementary grades. Drawing on their collaborative work in Floyd County Schools, they discuss how ESOL and literacy educators can share re

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 rec

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.

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, wher

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 rigorou

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

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 area

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

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.

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 prestigio

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 thro

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

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 epi

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 multilin

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

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

Renae Skarin is an educational linguist with more than three decades of experience across K–16 education, dedicated to serving multilingual and English learners through classroom teaching, curriculum and program development, and classroom research. Outside of her professional work, she enjoys spending time in nature, gardening, and being with her horse and donkey. In this episode, Renae Skarin explores what truly makes curriculum high quality for multilingual learners, arguing that language dev

Sally Baer is an educator with more than 22 years of teaching experience whose work has spanned elementary teaching, reading specialization, English language learning, and multilingual education. Her professional journey, including National Board Certification and doctoral study, is grounded in reflective practice and a deep commitment to improving outcomes for multilingual learners and other historically underserved students. In this episode, Sally explores why structured academic discourse is

Dr. Katie Toppel has 20 years of experience in education across preschool through university settings. She currently serves as a K–5 English language development specialist in Oregon, supporting multilingual learners through co-planning, co-teaching, and small group instruction. She is a member of the SIOP author team and co-authored the sixth edition of Making Content Comprehensible for Multilingual Learners. Her background includes classroom teaching in kindergarten and first grade, work at an

Dr. Eugenia F. Krimmel is a nationally recognized multilingual learner educator, author, and instructional coach with more than 30 years of experience advancing equitable literacy instruction for multilingual learners across K through 12, higher education, and adult education settings in the Middle East, Europe, Canada, and the United States. She is the author of Accelerating Newcomer Literacy, founder of ELWritingProcess.com, a former ESL Bilingual Advisor at the Pennsylvania Department of Educ

Dr. Timothy Rasinski is a professor of literacy education at Kent State University and director of its award-winning reading clinic. He has written more than 200 articles and authored, co-authored, or edited more than 50 books and curriculum programs on reading education, including work with Teacher Created Materials, Shell Education, and Scholastic. His scholarly interests include reading fluency, word study, reading in the elementary and middle grades, and readers who struggle. His research ha