ABSTRACT
In the last two decades, dual language bilingual education (DLBE) programs have grown in popularity in the United States. These programs, which aim to develop bilingualism and biliteracy, are often organized around strict separations between the two languages of instruction. Though we understand the need to maintain distinct spaces for the two languages, this chapter promotes the creation of translanguaging spaces within language allocation policies of DLBE programs for the purpose of developing what we call students' bilingual reading identities. Drawing on classroom-based research done in one fourth grade and one kindergarten DLBE classroom through the City University of New York-New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB) project, this chapter puts forth five principles that can guide teachers as they work to develop students' bilingual reading identities. These principles include beginning from students' bilingual readings and language practices, choosing texts thoughtfully, leveraging students' metalinguistic and bilingual awareness, going beyond texts through linguistic and cultural extensions, and fostering students' bilingual orgullo, or pride. We also offer ideas for how teachers can begin to take up these principles in their practice with all students, creating opportunities for students across programs to develop identities as bilingual readers.
