Effects of increasing sleep duration on C-reactive protein, insulin sensitivity, and blood pressure in adults with habitual short sleep

Effective literature instruction is an essential part of building secondary students' analytical skills, cultural capital, empathy, and sense of belonging in school. In this paper, I hypothesize that English language learners may not receive the same opportunities as their English-proficient peers to read level-appropriate literature and build literary fluency skills, and propose translanguaging pedagogy as a method to address that inequity. My thesis presents the findings of a qualitative study of five Salt Lake City language arts teachers' strategies for teaching literature in mixed English-proficiency classrooms and the barriers to their use of translanguaging, which range from limited access to texts in students' home languages to poor interdepartmental collaboration to teacher reluctance. An emphasis on skills-based instruction, more robust professional development, and stronger support for teachers generally may be helpful in overcoming those barriers and ensuring local emergent bilingual students receive appropriately rigorous language arts instruction.