Using a holistic biliteracies framework, this longitudinal comparative case study explores how two racioinguistically marginalized BPSTs (one heritage Spanish/English bilingual and one initially Spanish-dominant Mexican national) grew in their understanding of biliteracies development and their enactment of biliteracies pedagogies in the beginning…

In a phenomenon known as translanguaging, multilingual learners draw freely from their repertoires without regard for language boundaries. Although multilingual learners live their lives between languages in their communities, science education is just beginning to acknowledge the important role of their hybrid language practices for learning.…

This article presents an ethnographic case study of how deficit beliefs shape the ways teachers call upon Latinx emergent bilinguals and families to engage in the schooling process. Informed by theories of language socialization, this study examines how one second-grade bilingual teacher called upon students and families of Mexican origin to…

Our study documents how a Spanish-English bilingual elementary teacher learned computational thinking while working to incorporate it into mathematics and language arts lessons in a bilingual classroom. We classified the elements of the teacher's process into two practices: intentional and unintentional use of computational thinking. Intentional…

A Participatory Design Research (PDR) conducted with fifteen Chicana dual language bilingual teachers in New Mexico focused on expanding their understandings of their own translanguaging, so as to transform their concept of biliteracy and design their biliteracy instruction as a site for resistance and transformation of bilingual marginalized…

This paper presents a qualitative pilot study program evaluation of the Leadership Initiative for Strategic (Bilingual) Teacher Acquisition (LISTA) program in a rural region of Texas. The LISTA program aimed to empower bilingual leaders in education by addressing the limited availability of leadership coaching, particularly tailored to recognize…

As interest in Dual Language Immersion programs continues to grow in North Carolina, the hiring of international teachers has increased tremendously. These international teachers often have not had the experience or training to address the needs of the students they are serving. In addition, pedagogical challenges such as working with diverse…

Very few studies have examined how to culturally and linguistically (CL) adapt professional development (PD) programs in assistive technology (AT) for Latinx teachers serving young children with disabilities. The purposes of this article are (a) to present an iterative design of a CL-adapted PD program, (b) to examine the impact of this program on…

This state-of-the-art paper is centered on bilingual education teachers' linguistic qualifications with special reference to Spanish competencies needed to meet the needs of emergent bilingual education learners in the U.S. The paper spans over a forty-year period drawing on the experiences and related publications of the principal author…

Recent research suggests that one-fifth of United States households use non-English languages in the home setting. Ethically and effectively supporting culturally and linguistically diverse (CLD) clients (e.g., autistic individuals) presents a growing challenge to practitioners of Applied Behavior Analysis (ABA). Though efforts to address the…

The purpose of this study was to examine the differences in the academic growth in mathematics and reading for elementary Spanish-speaking English language learners, in relation to teacher certification and training in teaching English as a second language (ESL). The study was conducted in a Midwestern urban public elementary charter school. A…

Teaching and learning for emergent bilinguals is often based on monolingual instructional assumptions which ignore how emergent bilinguals use their entire linguistic repertoire to communicate and make meaning. Bilingual pedagogies such as Preview-View-Review have the potential to support the development of biliteracy and meaning-making of…

There is an expectation of bilingual proficiency as a requirement for admission into most bilingual teacher preparation programs, as well as licensing criteria and job requirements for bilingual teaching positions. Nevertheless, we must acknowledge the dynamic nature of bilingualism and that prospective teachers differ in the level of support they…

Background: Dual language learners (DLLs) -- young children learning and developing in two or more languages -- comprise a third of the U.S. preschool and early elementary student population (MPI Data Hub, 2020). Therefore, identifying the most promising, empirically informed practices to promote DLLs' development is of critical importance.…

Multilingual students should have opportunities to learn and do engineering in learning environments that foreground and sustain their cultural and linguistic practices. However, little is known about how middle school engineering teachers enact these environments. To address this gap in research and practice, this comparative case study describes…