Applying the Science of Reading to Support Emergent Bilinguals
Emergent bilinguals are students developing proficiency in English while maintaining and expanding their first language. They face the dual challenge of acquiring a new language and mastering grade-level academic content. Understanding how they learn is essential to creating instruction that is effective, equitable, and aligned with state policy.
The Science of Reading, combined with California’s ELD guidance and theories of language acquisition, provides a powerful framework for supporting these students.
Core Principles
California EL Roadmap Alignment
Instruction should reflect the Roadmap’s four principles:
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Assets-Oriented and Needs-Responsive Schools
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Intellectual Quality of Instruction and Meaningful Access
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System Conditions that Support Effectiveness
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Alignment and Articulation Within and Across System
Integrated and Designated ELD
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Both instructional strands are essential. Integrated ELD weaves language supports into all content areas, while Designated ELD provides targeted, daily instruction focused on English language development aligned to ELPAC proficiency levels.
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Science of Reading for ELs
Effective reading instruction includes phonemic awareness, phonics, vocabulary, fluency, and comprehension. For emergent bilinguals, these components must be intentionally connected to language development goals.
Language Development Stages
Word Recognition for ELs (LETRS + Designated ELD)
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Integrate phonics and word meaning activities simultaneously.
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Explicitly teach challenging sounds for Spanish-speaking students (/ch/ for /sh/, /t/ or /d/ for /th/, etc.).
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Recognize that ELs may decode words more easily than they comprehend them; plan for language comprehension support alongside decoding.
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Language Comprehension for ELs
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Teach vocabulary in depth (≈10 words per week in primary grades).
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Focus on high-frequency base words, irregular verbs, idioms, figurative language, and multiple-meaning words.
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Provide multiple exposures and authentic use for students to “own” the word.
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Build background knowledge before reading through visuals, discussion, and text previews.
Implementation Tips for Educators
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Use the Lennox K–5 Designated ELD Scope and Sequence to align instruction with ELPAC proficiency levels.
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Embed Thinking Maps, Write From the Beginning, and other district tools to support language structures.
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Integrate technology resources (Lexia English, IXL Learn to Read, BrainPop ELL, MyOn, Nearpod) to reinforce skills.
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Provide repeated, supported reading of grade-level texts with pre-teaching of vocabulary and background knowledge.
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Set student goals around both language development and reading comprehension growth.
Language Development Stages
