References for Interdisciplinary Biliteracy

Batalova, J., & McHugh, M. (2010). Number and growth of students in U.S. schools in need of English instruction. Washington, DC: Migration Policy Institute.
Bauer, E.B. & Gort, M. (Eds) (2012). Early biliteracy development. Exploring young learners’ use of their linguistic resources. New York: Routledge.
Beeman, K., and Urow, Ch. (2013). Teaching for Biliteracy. Carlson, Inc. Philadelphia, PA.
Camarota, S. A. & Zeigler, K. (2014, October). One in Five U.S. Residents Speaks
Language at Home, Record 61.8 million Spanish, Chinese, and Arabic speakers grew most since 2010. Center for Immigration Studies. Available at:
Conley, M (2012). Content area literacy. Learners in context. Boston, MA: Pearson
Dworin, J. E. (2003). Insights Into Biliteracy Development: Toward a Bidirectional Theory of
Bilingual Pedagogy. In Journal of Hispanic Higher Education, vol. 2 no. 2 171-186.
Escamilla, K., Hopewell, S., Butvilofsky, S., Sparrow, W., Soltero-González, L., Ruíz-Figueroa., & Escamilla, M (2014). Biliteracy from the Start. Literacy Squared in Action. Philadelphia, PA: Caslon Publishing.
Farrar, R. & Al-Qatawneh, K. S. (2010). Interdisciplinary theoretical foundations for literacy
teaching and learning. In Elementary and Early Childhood Education Faculty Publications. Paper 2.
Available at: h p://
Freeman, Y., Freeman, D., & Mercuri, S. (2018). Dual language essentials for teachers and
administrators. Portsmouth, NH: Heinemann.
Gándara, P. & Escamilla, K. (2017). Bilingual Education in the United States. In O. Garcia, A.
M. Y. Lin, & S. May. Bilingual and Multilingual Education. Third Edition. UK: Springer. (pp. 439-452).
García, O. (2009). Bilingual education in the 21st century: A global perspective. Malden,
MA: Blackwell.
Hornberger, N. H. (2004). e Continua of Biliteracy and the Bilingual Educator: Educational
Linguistics in Practice. Retrieved from
Manyak, P. C. (2006). Fostering biliteracy in a monolingual milieu: Reflections on two counter-
hegemonic English immersion classes Journal of Early Childhood Literacy December 2006 vol. 6 no. 3 241-266.
Mercuri, S. (2015) Teachers’ reflective practice: Implementing the Preview/View/Review structure as a tool for learning. In Y. Freeman, & D. Freeman (Eds). Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals. Advances in Research in Teaching. Series director: S. Pinnegar. Emerald Books, UK.
Mercuri, S., Musanti, S., & Rodríguez, A. (forthcoming). Métodos para enseñar en
español: Teaching Content, Biliteracy and Academic Language in Elementary
Classrooms. Philadelphia, PA: Caslon Inc.
Musanti, S., & Mercuri, S. (2016). Developing Academic Literacy: What Novice Teachers Can
Learn from the Case of Teaching Latino/Bilingual Learners in STEM. In Schwartzer, D & Gringberg, J.(Eds). Successful Teaching: What Every Novice Teacher Needs to Know. Rowman & Littlefield.
Pearson, P. D. & Gallagher, M. C. (1983) The Instruction of Reading Comprehension. Contemporary Educational Psychology, 8, 317-344.
Reyes, I. (2012). Biliteracy among children and youth: A review of the research. Reading Research Quarterly, 47(3), 307 327.
Shanahan, T. & Shanahan, C. (2008). Teaching Disciplinary Literacy to Adolescents: Rethinking
Content Area Literacy. Harvard Educational Review Vol. 78 No. 1.
U.S. Department of Education, National Center for Education Statistics. (2017). The Condition
of Education 2017 (2017-144), English Language Learners in Public Schools.
Vygotsky, L. S. (1978) Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.