Chapter 3: What Should Teachers Know About Bilingual Learners and Thereading Process?¹

This chapter targets what it is that teachers who teach bilinguals should know about the reading process for the new century. First, we describe teachers in the United States who work with bilingual learners. Second, we examine research on bilinguals and reading programs. A series of questions are posed that are germane to the design of reading programs in L1, L2, or both languages. Third, we describe bilinguals and the reading process. Fourth, the chapter identifies theory and research that teachers will find useful to consider before and during instruction. We ask: What is it that teachers need to know and do who serve bilingual students? What theory and research-based knowledge must teachers use in decision-making, if they are to apply new standards of excellence in instruction? Fifth, assessment of bilingual students’ reading is briefly discussed. We highlight that the bilingual learner will demonstrate individual differences in the acquisition and development of language and reading. If bilingual students are to excel in a variety of communication contexts, teachers must consider those contexts and the range of reading acts vital for school, work, and daily life.