Supporting Biliteracy Development in the Content Areas through Children’s Literature

Keeping it Real, Relevant and Rigorous


  • Patsy Sosa-Sánchez University of North Texas-Dallas


multicultural literature, English learners


There is no other greater opportunity to continue useand strengthen students' funds of knowledge than through the content areas supported with multicultural literature. In this article, the author shares how teachers can use specific texts in their conten area teaching.


Anzaldúa, G. (1993). Friends from the other side. (C. Mendez, Illus.). Emeryville.

Clark, E. R., Flores, B. B., Smith, H. L., & González, D. A. (2015). Multicultural literature for Latino bilingual children: Their words, their worlds. Rowman & Littlefield.

Tortillitas para mamá. (1981). (B. Cooney, Illus.). (Griego, M. C., Bucks, B. L., Gilbert, S. S., & Kimball, L. H., Trans.). Macmillan.

Jiménez, F. (2001). Breaking through. Houghton Mifflin Harcourt.

Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into practice, 31(2), 132-141.

Sosa-Sánchez, P. (2015). English language learners and expository text: A cross-case analysis of reading behaviors using retrospective miscue analysis (Unpublished doctoral dissertation).

Sosa-Sánchez, P., & Riley, J. (2019). Breaking Through: A literacy lesson for social studies. In H. Hansen-Thomas & M.A. Stewart (Eds.), Transforming practices for the high school classroom, (pp. 63-78). TESOL Press.

Stewart, M. A., Walker, K., & Revelle, C. (2018). Learning from students: What, why, and how adolescent English learners want to read and write. Texas Journal ofLiteracy Education, 6(1), 23-40.

Yolen, J. (1992). Encounter. (D. Shannon, Illus.). Voyager Books.

First page of Sosa-Sánchez Biliteracy column





Invited Column: Biliteracy in Texas