Creating Inclusive Multilingual Spaces: A Literature-Based Framework for Supporting Young Emergent Bilinguals

Abstract

This manuscript describes a summer literacy program designed to support emergent bilingual children ages 4 through 8 through a focus on culturally and linguistically diverse practices. Children engaged in literature-based activities, including read-alouds, art, music, and play, within an inclusive environment that celebrated bilingualism as an asset. The program used high-quality picturebooks to implement a three-pronged approach: interactive read-alouds, culturally relevant small-group re-engagements, and hands-on explorations. Findings underscore the importance of sensory-rich, play-based experiences, intentional collaboration among educators, and the strategic use of bilingual and translanguage picturebooks to foster meaningful connections and language development.