Linguistically and Culturally Responsive Reading Conversations: Understanding and Fostering Children's Reading Engagement

Abstract

ABSTRACT Reading engagement is a key factor in children's literacy development, yet it often receives limited attention in classroom practice. Linguistically diverse learners may face added challenges when formal reading education and assessment focus only on the language(s) of schooling. Understanding reading engagement across its behavioral, cognitive, affective, and social dimensions helps teachers see how learners interact with and respond to texts and identify where additional support could strengthen both literacy skills and engagement. In this article, we introduce Linguistically & Culturally Responsive Reading Conversations , an Assessment for Learning approach developed and piloted with seven teachers and 38 learners aged 4–11, across four primary schools in the Netherlands and Australia. This approach treats home languages and cultural knowledge as assets, giving teachers a fuller picture of learners' reading engagement. We share practical strategies, including for teachers who do not speak or understand learners' home languages. In doing so, we show how valuing and capitalizing on learners' home languages and cultural backgrounds can also support their enjoyment of reading, identity development, and well‐being, fostering more equitable and inclusive reading education.

The authors' abstract, as published at the source. The Reading Teacher, 2026 · DOI ↗