Title:

Working Toward Equitable Partnership for a Multilingual Book Club

Although there is a national call for more books in classrooms that are written by diverse authors and feature diverse characters, taking up that call within predominantly white spaces requires particular considerations. This research looks at these considerations through a multilingual literacy program at our local library. Analysis of interviews indicates readers’ desire for purposeful preparation with opportunities to reflect on their cultural literacy practices. Readers were surprised by white, monolingual children’s interest; however, their reflections indicate a need to structure the partnership to encourage more participation for multilingual youth and adults. This work demonstrates ways equitable partnership theories might support uptake of multilingual experiences in predominantly white, monolingual contexts.

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