ABSTRACT
This case study explores how a third grade teacher in an international school in Mexico City supports his bilingual and multilingual students, who are at different stages of language and literacy development, as they work to learn content, language and literacy all at the same time. The teacher gets to know his students by creating class profiles and conducting interviews in order to draw on students’ backgrounds and interests. Students use their home languages as resources for learning through translanguaging practices in the classroom. The teacher uses a variety of instructional structures for reading including interactive read alouds, shared reading, guided reading and independent reading to support students at varying stages of literacy development. The case study also demonstrates how the teacher engages students in standards-based integrated units of inquiry to teach academic language and literacy through meaningful content.
