When Science Comes to Storytime: Exploring the Integration of Science and Literacy Through Preschool Teachers’ Shared Book Reading Practices in Support of Spanish-English Dual-Language Learners

Abstract

In an English-dominant education system, Spanish&ndash;English dual-language learner (DLL) children remain underrepresented in research aimed at promoting equitable early learning environments, despite being a rapidly growing population in the United States (Basterra et al., 2010). Although strong oral language skills are known to support later academic outcomes for monolingual children (Snow et al., 1998), far less is known about how instructional practices support bilingual language development in early childhood. Science instruction has been shown to promote learning across academic domains (Bustamante et al., 2018; Halpin et al., 2023; Kermani & Aldemir, 2015; NRC, 2007, 2012), and shared storybook reading&mdash;particularly repeated readings&mdash;supports language, fluency, and comprehension (Anderson et al., 1985; Harris & Sipay, 1990; NICHD, 2000; Routman, 1991), suggesting that science-focused storybooks may be an effective context for integrated learning. This study examined preschool teachers&rsquo; instructional practices during shared reading of a Spanish-English bilingual science storybook in an intentionally Spanish-English bilingual preschool. Findings indicated that many teachers increased their use of three-dimensional science-related talk during a second reading. Teachers also reported valuing the translational-equivalent structure of the bilingual storybook for its flexibility in supporting instruction in both languages and for promoting bilingual development for students and teachers alike. By reframing science and literacy as bidirectional and mutually reinforcing, this study challenges siloed approaches to early instruction and highlights the instructional potential of their integration. In doing so, it addresses a critical gap in a literature that has largely focused on K&ndash;5 settings by extending research on using a bilingual science-focused storybook in bilingual preschool classrooms and offers qualitative insight into prereading, reading, and post-reading teacher practices that support bilingual learners.</p