Reimagining Early Childhood Education for Dual Language Preschoolers: Enhancing Childrens Agency through Inquiry, Writing, and Reading

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This practical guide introduces the Interdisciplinary Biliteracy Sequence (IBS), a framework designed to support bilingual learning in preschool classrooms. The IBS unfolds in three phases: Phase 1 involves a direct inquiry experience. Phase 2 allows teachers and children to reflect and write about the experience. Phase 3 incorporates read-aloud activities directly tied to the initial experience.
Throughout all phases, listening and speaking activities play a central role. During playful interactive activities, children engage in conversations, songs, formal and informal discussions, and intentional language production. These oracy activities foster language acquisition alongside content learning. The authors provide clear, step-by-step guidance, exploring both the rationale and practical methods for daily instruction. They emphasize practices that support the unique needs of emergent bilinguals, promoting bilingualism and biliteracy through meaningful learning experiences. Each phase of the IBS is enriched with real-life classroom examples to make implementation accessible and relatable.
The book underscores how teachers can build on the linguistic strengths and cultural knowledge children bring to the classroom. It takes a holistic approach to childrens learning and development. Drawing on data from a year-long research project where dual language teachers implemented the IBS with three-four- and five-year-old emergent bilinguals, the authors detail how this innovative approach connects active exploration, knowledge-building, and biliteracy development.
The authors portray teachers as central figures supporting language growth, using academic vocabulary to label actions, objects, and events through joint activities. Finally, the authors advocate for equitable learning practices, highlighting the importance of leveraging students cultural and linguistic wealth and offering multimodal opportunities for children to learn and demonstrate their knowledge.

Author Bio

Dr. Iliana Alans, a native of South Texas, is a Professor of Early Childhood and Elementary Education in the Department of Interdisciplinary Learning and Teaching at the University of Texas at San Antonio. As a university faculty member, her primary focus is on engaging teacher candidates and practicing teachers in culturally and linguistically diverse classrooms, emphasizing the rights of young children to develop their native language and cultural identity. Before entering academia, Dr. Alans was a bilingual teacher for second-grade students in the Texas Rio Grande Valley. She has facilitated professional development for early childhood educators in dual language settings for over two decades as a Dual Language Training Institute member and a founding Vales Por Dos Consulting Group member. Dr. Alans is married to Bradley York. They reside in San Antonio, Texas, with their son, Diego, and their three dogs, Roxy, Lucy, and Lali.

Dr. Irasema Salinas-Gonzlez is an Associate Professor of Early Care/ Early Childhood Studies at The University of Texas-Rio Grande Valley (UTRGV). As a teacher of young children in preschool and kindergarten, a teacher of college students, and a teacher of in-service teachers, she has served in various capacities as a bilingual early childhood education professional for over 30 years. Her work on developmentally and culturally appropriate practices for emergent bilingual learners focuses on play-based learning within authentic spaces. She serves as Chair of the Early Head Start CCP Board/Advisory Council and is a former Advisory Board Member for Hidalgo County Head Start. She also coordinates the Early Care and Early Childhood Studies program at UTRGV. Dr. Salinas-Gonzlez is married to Gilberto Gonzlez. They reside in Mission, Texas, but travel often to visit their two adult children, Brianna and Gil.