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About this CAL Publication
As the Science of Reading movement sweeps across the United States in early literacy K-12 contexts, educators are tasked with the responsibility of implementing prescribed instructional approaches to literacy in varying degrees. In the literature, we see that seemingly absent from this conversation in educational policy is the consideration of Multilingual Learners (MLs) and their learning needs within this push for Science of Reading approaches. With most states mandating Science of Reading instruction in legislation, previous investigations have looked at the different requirements of legislative mandates. However, there has not been a thorough review of the consideration of Multilingual Learners in this policy. We explore the various ways in which Multilingual Learners are present in Science of Reading legislation via a state-by-state comparative analysis and present our summarized findings for ongoing conversations toward purposeful consideration of linguistic and cultural diversity within literacy instruction.
About the Author
Sarah Howard is a doctoral student at Oregon State University pursuing a PhD in Education – Language, Equity and Educational Policy. She has worked in a variety of English language teaching contexts, including intensive English programs and volunteer work abroad, and currently serves on various research projects investigating adult and K-12 English language teaching contexts alongside ESOL teacher preparation programs. Her research interests include English and dual language teacher training, equity in English language pedagogy, matters of identity in the language teaching context, and family literacy and engagement. Sarah Howard served as an intern with the Center for Applied Linguistics in the spring of 2025.
About the Publisher
The Center for Applied Linguistics (CAL) is a nonprofit organization founded in 1959. Headquartered in Washington, DC, CAL has earned an international reputation for its contributions to the fields of bilingual and dual-language education, English as a second language, world languages education, language policy, assessment, immigrant and refugee integration, literacy, dialect studies, and the education of linguistically and culturally diverse adults and children. CAL’s mission is to promote language learning and cultural understanding by serving as a trusted resource for research, services, and policy analysis. Through its work, CAL seeks solutions to issues involving language and culture as they relate to access and equity in education and society around the globe.
Contact CAL
Contact the Center for Applied Linguistics at communications@cal.org.
Suggested Citation
Howard, S. (2025). Legislating literacy instruction: Where are multilingual learners? [CAL Research Brief]. Center for Applied Linguistics. URL.
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