Lessons and dilemmas derived from the literacy instruction of two Latina/o teachers

We examine the practice of two Latina/o teachers and then develop three issues with potential for improving the literacy instruction of Latina/o students. First, we contrast the approaches of infusion and reform. The concept of infusion was used to describe one of the teachers who integrated newer conceptualizations of literacy instruction into her repertoire of teaching methods, whereas the second teacher's instructional approach was more aligned with reform efforts, most notably the adoption of cognitively oriented methods. We also examine Latina/o cultural influences on these teachers' instruction. We used the qualitative methods of observation, interviews, and document analysis. We concluded that infusion resulted in a balanced approach to literacy learning, that more extensive reform efforts allowed for strong rapport with students and served as the basis for engaging in culturally relevant activities, and that the teachers' Latina/o identity influenced their instructional approaches in multiple ways that have ramifications for European-American teachers of Latina/o students.