Bilingual Children's Literature

Course Number:
ECE 167
Transcript Title:
Bilingual Children's Literature
Created:
Apr 30, 2026
Updated:
Apr 30, 2026
Total Credits:
1
Lecture Hours:
11
Lecture / Lab Hours:
0
Lab Hours:
0
Satisfies Cultural Literacy requirement:
No
Satisfies General Education requirement:
No
Grading Options
A-F, P/NP, Audit
Default Grading Options
A-F
Repeats available for credit:
0

Course Description

Explores the value of bilingual children’s literature as a foundation for language, literacy, and cultural development. Provides training in how to select and evaluate high-quality multicultural and lingual books that reflect diverse identities and experiences. Emphasizes the role of bilingual stories in promoting biliteracy, supporting family engagement, and affirming children’s cultural and linguistic heritage. Portions of the course will be presented in both Spanish and English; however, proficiency in Spanish is not required. Audit available.

Course Outcomes

Upon successful completion of this course, students will be able to:

  1. Apply key criteria when evaluating the quality, cultural relevance, and developmental appropriateness of bilingual and multicultural literature.
  2. Locate and curate resources - both local and online - for accessing exemplary bilingual and multicultural children’s literature.
  3. Demonstrate strategies for using interactive read alouds and bilingual (translanguaging) practices to support language development and biliteracy in early learning settings.
  4. Explain how reading with children can celebrate bilingualism.

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Outcome #1: Apply key criteria when evaluating the quality, cultural relevance, and developmental appropriateness of bilingual and multicultural literature.

  • Characteristics of quality bilingual texts
    • literary merit
    • illustration quality
    • translation
    • representation
      • author/illustrator background
      • stereotypes
      • cultural authenticity
  • Text structures in bilingual books
    • parallel
    • integrated
    • twin text/flip format
  • Translation quality
    • linguistic authenticity

Outcome #2: Locate and curate resources - both local and online - for accessing exemplary bilingual and multicultural children’s literature.

  • library visits
  • online availability
  • thematic bibliographies

Outcome #3: Demonstrate strategies for using interactive read alouds and bilingual (translanguaging) practices to support language development and biliteracy in early learning settings.

  • interactive read-alouds
    • tone
    • rhythm
    • intonation
  • comprehension and oral expression
    • open-ended questions
    • guided conversations
    • dialogue between readers and texts
  • language-rich experiences
    • storytelling
    • dramatization
    • rhymes
    • songs
    • word play
    • art

Outcome #4: Explain how reading with children can celebrate bilingualism.

  • vocabulary growth
  • connections to home literacy environments
  • family engagement
  • identity development

Suggested Texts and Materials

Use of listed Texts/Materials is not required unless so noted.

Department Notes

NAEYC Professional Standards & Competencies for Early Childhood Educators:
  • #5-Using Content Knowledge to Build Meaningful Curriculum
Oregon Registry Core Knowledge Categories:
  • DIV - Diversity