Dual-language books' (DLBs) two-language format could support biliteracy development, but little is known about how children read them. Fifty-four third and fifth graders read aloud DLBs with English or Spanish first on each page to determine DLBs' potential affordances. Although there were no significant differences in oral reading fluency or…

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.…

Writing in school has long been disconnected and inauthentic to multilingual learners due to its monolingual, language-focused, and standardized features. Although more and more researchers have called for and explored newer asset-based writing pedagogies, such as digital multimodal writing, to support diverse learners in response to emerging…

Purpose: This study investigated the reading profiles of middle school Spanish-speaking emergent bilinguals (EBs) with significantly below grade level reading comprehension and whether these profiles varied in their reading comprehension performance over time. Method: Latent profile analyses were used to classify Grade 6 and 7 Hispanic EBs (n =…

This qualitative action research case study is focused on better understanding the complex and intricate nature of code-switching among Black students. In today's educational climate, many Black students find themselves speaking one way with their closest friends and family members in front of the swing set and television and another way with…

The purpose of this sociolinguistic study is to examine language beliefs, emotions, and practices of twenty bi/multilingual fourth-grade children of immigrants in monolingual U.S. schools in relation to societal language ideologies. This qualitative multiple case study included individual semi-structured interviews with bi/multilingual children…

It has been suggested that the reading acceleration program (RAP) (Breznitz et al. in Nature Communications 4: 1486, 2013), in which participants are forced to read at a rate faster than their normal reading fluency rate, improves reading fluency and comprehension in alphabetic languages. However, its effectiveness has never been examined in…

Socio-emotional school behavior and learning are both fundamental aspects of children's development influenced by cognitive control processes named Executive Functions (EF). Yet, research on school-age children has often focused on the relationship between EF and learning skills overlooking that of EF and school behavior, which has usually been…

There is lack of inclusive diversity within gifted and talented education programs, which has been a persistently clear problem since their inauguration in 1962. Existing data shows there are more girls than boys identified as gifted and talented, yet a disparaging difference continues where girls identified for English as a second language…

The role of children's receptive vocabulary knowledge in word and nonword reading (decoding) in an orthographically transparent language is debated. Moreover, we have little understanding of how the role of vocabulary might differ between monolingual children and bilingual children from immigrant families (or language minority bilingual children…

This qualitative case study examines how one bilingual teacher draws on their critical consciousness to support immigrant students and their families. Drawing on the construct of conscientization, I argue praxis is the embodiment of critical consciousness through acts of responsiveness and actions educators enact to rewrite unjust spaces and…

This study examined the contribution of three writing enabling skills (i.e., feedback perception, self-efficacy, and self-regulation) on writing performance among Hispanic students. Participants were 261 students in grades 3-5. Approximately 60% of students were Emerging Bilingual (EB) enrolled in dual language programming. Students completed…

The purpose of this qualitative study was to investigate the perception of the principal and teachers regarding what transformational leadership practices meet the needs of EBs in a DLI PK-8th grade campus in South Texas. The research site was selected for having 40% emergent bilingual students. The campus principal has been implementing a…

Hispanic literacy development in the Southwestern US is examined through standardized assessment data derived from recent National Assessment of Educational Progress (NAEP) and Texas Academic Performance Reports (TAPR). This longitudinal study focuses on significant variables across a spectrum of grade levels for Hispanics of Mexican descent.…

This study focused on a problem of practice at Mystic River School (MRS), a kindergarten through eighth grade school in an urban district in New England. Schoolwide diagnostic data showed a significant gap between multilingual learners (MLs) and their native English speaking peers in literacy. An analysis of this data, interviews with staff and…