The interdisciplinary biliteracy sequence is an innovative approach designed to align daily instruction with the way young children learn in a bilingual setting. The model described by Arreguín, Alanís, and Salinas-González (2023) follows three essential phases: Direct Experience, Writing about the Experience, and Reading about the Experience.
This post explores how these phases can be applied practically in the classroom, providing examples to support teachers working with young children in creating a dynamic and engaging biliteracy environment.
Phase 1: Direct Experience
In the first phase, the focus is on creating a concrete and engaging experience for the children. Here, learning begins with a hands-on activity that uses the senses, encouraging natural exploration and curiosity. For instance, in an insect unit, the teacher takes the children outside to observe insects closely. This direct contact not only sparks curiosity but also builds a foundation for the vocabulary and language structures that will be used in the following phases.
Practical Tip: To further engage the children, encourage them to observe specific details, like the color and number of an insect’s legs, while verbalizing their discoveries. This practice deepens comprehension and makes learning more meaningful.
Phase 2: Writing about the Experience
After the concrete experience, it’s time to record observations. In this phase, the teacher acts as the scribe, helping children connect oral language with written symbols. The teacher encourages the children to discuss their observations using newly acquired vocabulary. These descriptions are then recorded on a board or poster, creating a visual resource that children can revisit throughout the following weeks.
Classroom Example: Ask children to describe what they saw outdoors, and write down their responses, emphasizing beginning letters and sounds. This practice builds phonological awareness and introduces foundational concepts of writing.
Phase 3: Reading about the Experience
The final phase is dedicated to strengthening comprehension through reading. The teacher selects books that expand on the theme introduced in the first phase, such as “The Very Quiet Cricket” by Eric Carle. By connecting the reading to the children’s lived experience, the teacher enhances comprehension and interest in the content. Interactive reading encourages children to ask questions and share impressions, promoting knowledge-building in a collaborative way.
Practical Suggestion: Conduct an interactive read-aloud with strategic questions that prompt children to connect with the story. This reinforces vocabulary and storytelling skills while sparking interest in reading.
By applying this interdisciplinary sequence, bilingual teachers can create a meaningful learning cycle that connects concrete experiences, oral language, and written expression. When planning lessons around these three phases, you not only support biliteracy but also respect the natural learning pace of young children.
Do you want to dive into these three phases and learn how to REALLY put this into practice? Take our course “Biliteracy in Action” and go deep into 10 videos with one of the authors of this sequence – Dr. Arreguín! Click here to learn more!
Reference: María G. Arreguín, Iliana Alanís & Irasema Salinas-González (2023) An
Interdisciplinary Biliteracy Sequence: Aligning Daily Instruction With the Way Young Bilingual
Children Learn, Childhood Education, 99:4, 40-47, DOI: 10.1080/00094056.2023.2232280
