No habla inglés: Exploring a bilingual child’s literacy learning opportunities in a predominantly english-speaking classroom

In this investigation, we explore the nature of language-based social interactions of a Spanish-speaking child (pseudonym Adriana) in her predominately English-speaking classroom. In particular, this study examines ways in which a monolingual English—speaking teacher (the first author) and her research colleagues critically analyzed classroom discursive practices in the first author’s third-grade classroom with an eye toward exploring Adriana’s literacy learning opportunities in that classroom.