In this paper I focus on Read Alouds as a place for exploring the nexus of methodological beliefs and structures, and teachers' stances within a second grade Spanish-English dual-language education setting in New York City. Grounded in sociocultural and semiotic theory, I examined the segment in which the teacher reads from the written text in front of the children, that is, when s/he engages in the (re)voicing of the text. Distinct patterns of making the text accessible were found. I suggest that an ideationally based methodology of teaching literacy, legitimized by the curricula, may be falling short in attending to bilingual learners' needs. Furthermore, I suggest that teachers must understand the role they can play by taking critical stances in relation to methodologies and propose a hybrid linguistic and cultural scaffolding approach. (Contains 4 figures, 14 tables, and 3 notes.)