Many educators are tasked with the dual responsibility of facilitating emergent to advanced bilingual students' (EABs) content learning, while also simultaneously supporting students' ongoing literacy and language development. One pedagogical tool that has garnered growing attention in recent decades is the teaching-learning cycle (TLC). This…

Most bilingual children often display greater proficiency and preference for one of their two languages. Researchers refer to this asymmetry as language dominance. However, despite being possible to determine the overall language dominance in bilinguals, there may be substantial flexibility in their language use. In particular, the relative ease…

We examined the relations of language skills (vocabulary, listening comprehension, and oral retell), transcription skills (spelling and handwriting fluency), and domain-general cognitions/executive functions (working memory and attentional control) to writing quality for English-Spanish emergent bilingual children in Grade 1. Data were from a…

This report describes the impact of the 2021 AISD multilingual summer school program on incoming kindergarten and 1st-grade emergent bilingual students' (N = 933) fall academic performance. Relative to matched comparison groups, students who attended summer school were significantly more likely to score on-track on TX-KEA in kindergarten. While…

Measuring and identifying risk for reading difficulties at the kindergarten level is necessary for providing intervention as early as possible. The purpose of this study was to examine concurrent validity evidence of two kindergarten reading screeners, Acadience Reading and Texas Primary Reading Inventory (TPRI), as well as diagnostic accuracy at…

This study examines whether associations between enrollment in public and non-public PreK and children's (N = 508; M[subscript age] = 5.60 years in fall of kindergarten) math and language and literacy outcomes were more likely to be sustained through the spring of kindergarten for unconstrained versus constrained skills. Associations between…

Dynamic Measurement Modeling (DMM) is a recently-developed measurement framework for gauging developing constructs (e.g., learning capacity) that conventional single-timepoint tests cannot assess. The current project developed a person-specific DMM Trajectory Deviance Index (TDI) that captures the aberrance of an individual's growth from the…

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…

In this paper we identify, name, and operationalize six borders typically found in school settings that include dual language classrooms: bordered languages, knowledge, content areas, bodies, selves, and teachers. We identify these borders as a point of departure to show an example of how a two-way dual language classroom operated through a form…

Preparation to serve multilingual learners is often required for P-12 teacher certification. Teachers come to this preparation with varied experiences and urgent needs to better serve their students. When teacher preparation courses use a one-size-fits-all approach to satisfy certification requirements, teachers may not find learning meaningful to…

This article investigates how young multilingual children's mathematics learning is connected to their language use, lived experiences, contexts, and emotions. To this end, we consider the experiences of children who used both Spanish and English to learn mathematics. We center on two instances of kindergarten children counting and use Systemic…

Emerging research suggests English and Spanish proficiencies of young Latine dual language learners (DLLs) are heterogeneous, including subgroups characterized by varying levels of English and Spanish dominance and proficiencies. However, there is limited understanding of contextual factors associated with the formation of DLL profiles. This study…

Emerging research suggests English and Spanish proficiencies of young Latine dual language learners (DLLs) are heterogeneous, including subgroups characterized by varying levels of English and Spanish dominance and proficiencies. However, there is limited understanding of contextual factors associated with the formation of DLL profiles. This study…

Cross-language transfer happens in bilingual reading development. However, little is known about whether L1 affects L2 spelling development. In addition, longitudinal studies are needed to examine the L1-L2 relations developmentally from the beginning of literacy learning. We tested whether and which Chinese (L1) literacy-related skill(s) in…

In this research, activity of digital story were investigated by examining for the basic Turkish language skills of bilingual third grade primary school students. Volunteer teachers and their students were included in the study from the urban and rural schools of Sanliurfa in the southeastern region of Türkiye. Two primary teachers from urban…