Challenging Venerable Assumptions: Literacy Instruction for Linguistically Different Students

Abstract

In this article, María de la Luz Reyes identifies, discusses, and challenges widely accepted assumptions that undergird and guide literacy instruction for linguistically different students.1 Citing examples from current research, Reyes shows how the "one size fits all" belief, and its corollary assumptions about the practice of process instruction with limited- and non-English-speaking students, mitigate against the success of these students. The author draws from the findings of a case study that provides an example of process instruction that proved to be successful not only for mainstream students, but also for those who are linguistically different. In concluding, she makes a strong appeal for efforts to tailor literacy instruction to account for the cultural and linguistic diversity of all students. For the author, such adaptations cannot be an afterthought; rather, if teaching practices are to be inclusive of all learners, they must "begin with the explicit premise that each learner brings a valid language and culture to the instructional context."