A persistent belief in literacy education is that “once a child can read, they can read any language”. Decades of cross-linguistic research show that this assumption is misleading (e.g. Seymour, Aro & Erskine, 2003; Share, 2008). The way we learn to read is deeply shaped by the architecture of writing systems. Alphabetic scripts like English, […]
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Working with Dominant Language Constellations and Language Timelines©
My work with multilingual families is grounded in the conviction that multilingual development can only be understood when languages are seen in relation to each other, to life domains, and to lived experience.
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