Georgia Earnest García, PhD, is Professor Emerita in the Department of Curriculum and Instruction at the University of Illinois at Urbana–Champaign. She has held appointments at the Center for the Study of Reading, the RAND Reading Study Group on Skillful Reading, and the National Literacy Panel on Language Minority Children and Youth. Prior to obtaining her doctorate, she was a Peace Corps Volunteer, bilingual education teacher, English teacher, and ESL/EFL teacher. Dr. García has authored or coauthored several books as well as numerous book chapters and journal articles. After retiring, she served on the Educational Testing Service’s Dual Language Assessment Team and the WestED Reading Content Team, which updated the Reading Assessment Framework for the 2026 National Assessment of Educational Progress. Dr. García was inducted into the Reading Hall of Fame in 2019. She continues to collaborate with bilingual teachers and schools and to conduct and publish research on the literacy development, instruction, and assessment of bilingual students..

"A necessary addition to the professional library of any teacher working with emergent bilingual students. With a combination of theory and practical activities, García reminds us that by honoring our students’ first languages, we can influence their development in a multilingual, multicultural environment."--Olga Velasquez Halpern, MEd, dual-language educator, Champaign Unit 4 School District, Illinois“This remarkable book places emergent bilingual learners at the center of the discussion, rather than at the margins. García envisions and provides concrete guidance for the development of bilingualism, biliteracy, and cross-cultural competence in school and home environments in many languages, and includes examples for Arabic and Mandarin, as well as Spanish. She emphasizes the need for varied pedagogical practices--including, but not limited to, the teaching of foundational skills--and incorporates translanguaging as a part of the foundation for program development and culturally responsive pedagogy. Providing solid, research-based guidance for dual-language/bilingual and English-only contexts, this book is truly 'the whole enchilada' for language and literacy educators!"--Kathy Escamilla, PhD, Equity, Bilingualism, and Biliteracy Program (Emeritus), School of Education, University of Colorado Boulder"This book stands out for its comprehensive approach to research-based instruction tailored to bilingual students in grades K-6. The author provides both theory and instructional strategies for bilingual reading, writing, and language development. I recommend this book for teachers, instructional coaches, and administrators seeking proven and efficient methods to create more inclusive, supportive learning environments and enhance the literacy performance of linguistically diverse students."--María G. Lang, PhD, Visiting Teacher Collaborator, Center for Education in Small Urban Communities, University of Illinois at Urbana–Champaign"I recommend this book for teachers who want to learn more about translanguaging and other culturally responsive instructional practices. The book draws on real-world experiences of educators in multiple settings serving bilingual learners today." --Lena Sacco, MEd, dual-language educator, Urbana School District, Illinois-

• 1. Introduction to Teaching Emergent Bilingual and Dual-Language Students2. Theories and Theoretical Insights Relevant to Bilingual Students and Bilingual Education3. Second-Language (L2) Teaching Approaches to Advance Bilingual Students’ Learning4. Instructional Activities to Promote Bilingual Students’ Oral Language and Literacy Performance5. The Selection and Use of Texts with Bilingual Students6. L1 Literacy Instruction and Early Reading Instruction in Spanish and Other Languages7. Bilingual Students’ Beginning Reading Instruction in English8. Reading Comprehension Instruction for Bilingual Students9. Bilingual Students’ Writing Instruction10. Increasing Bilingual Students’ Vocabulary and Academic Language Knowledge and Use11. Disciplinary Literacy Instruction for Bilingual Students12. The Language and Literacy Assessment of Bilingual StudentsConclusion: Pulling It All TogetherReferencesIndex