Reading and Bilingual Learners

Bibliographic Data

ID23744017
AuthorsManeka Deanna Brooks (0000-0003-4345-9607, corresponding author)
Year2025
Pages1-5
Publication date2025-12-02
Peer ReviewedYes
Open AccessYes
TypeCHAPTER
VenueEncyclopedia of Applied Linguistics (SOURCE_BOOK)
PublisherWiley (PUBLISHER • GB)
DOI10.1002/9781405198431.wbeal20256
OpenAlexW4416918189
ISBN9781405198431
LanguageEN
References cited16

Bilingualism and multilingualism are the norm across the globe. Therefore, studies of bilingual learners and reading are essential to both knowledge development about reading and educational equity. Importantly, studies in this area must include robust theoretical frameworks that reflect the nuanced lives and experiences of bilingual and multilingual students. This entry illustrates pushes readers to move beyond narrow analytic frames that focus on students' level of language proficiency. It encourages joining social, multilingual, and critical scholars of bilingualism to engage with conceptions of bilingualism that reject monolingual norms. Through the discussion of three peer‐reviewed research articles, this entry shows how both centering and decentering students' bilingualism can provide important insight into reading development and practice. These articles center students' bilingualism in that they recognize that it is an essential part of students' identity and how they make meaning of the world. Yet, they decenter bilingualism because it is not the only lens through which their reading practices are understood.

Focus (optics) · Identity (music) · Meaning (existential) · Multilingualism · Neuroscience of multilingualism · Reading (process)

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