Journal of Pedagogy, Pluralism, and Practice


Naomi Mulvihill

Publication Date

Summer 2008


In February of 2008 a group of educators from Boston and Framingham went to Cuba on a trip sponsored by Lesley University. Five of us were bilingual Kindergarten and first grade teachers in public schools. Collectively, we had spent a significant amount of time in classrooms in Puerto Rico, El Salvador, Mexico, Guatemala, and Nicaragua. In the context of Latin America and beyond, we knew Cuba stood out as a nation that had established equity in access to education and had succeeded in eradicating illiteracy. We had no sense, however, of the particulars of the Cuban approach to literacy teaching in the early grades.



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