Enacting Inclusive Literacy Instruction: Centering Multilingual Learners

October 7, 2024 | 7:00 p.m. ET

In this event, hosted by NCTE’s Elementary Section, Drs. Zhongfeng Tian and Suzanne García will help practitioners understand, in theory and practice, how translanguaging and inclusive literacy practices can be integrated into multilingual classrooms to enhance multilingual students’ literacy development and support the inclusion of their home languages. In addition, the presenters will address how technology, visual and digital literacies, collaborative learning strategies, and the role of family and community can be leveraged to support and enhance literacy instruction in multilingual classrooms. Participants will have the opportunity to ask questions and engage in dialogue with the presenters.

Attendees will be eligible for a book giveaway during the event! You must be present to win. Registration is open to NCTE members.

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FEATURED GUESTS

Suzanne García, PhD, is associate professor of bilingual education and director of El Centro at California State University, Monterey Bay. Her scholarship examines the intersection of race, language, and class in dual language bilingual education. She is part of the editorial board for the Journal of Language, Identity, and Education. Suzanne also co-authored a multicultural children’s book, Vitamina C for Cultura, which won the Alma Flor Ada Best Latino Focused Children’s Picture Book Award from the International Latino Book Awards, and coedited Gentrification and Bilingual Education: A Texas TWBE School across Seven Years.

Zhongfeng Tian (田中锋), PhD, is assistant professor of bilingual education in the Department of Urban Education at Rutgers University–Newark. Theoretically grounded in translanguaging, his research centers on working with teachers to provide bi/multilingual students with equitable and inclusive learning environments in ESL and dual language immersion contexts. Dr. Tian has published five books (with Multilingual Matters, Springer, Routledge, and De Gruyter Mouton); eight special issues; and over 25 peer-reviewed journal articles in publications including TESOL Quarterly, System, International Journal of Bilingual Education and Bilingualism, Journal of Multilingual and Multicultural Development, and Journal of Language, Identity and Education. He has received an Early Career Award from the ACTFL Research SIG in recognition of his scholarly contributions to Chinese-English bilingual education.