The United States has witnessed a rise in dual language immersion (DLI) programs in recent years, with instruction delivered both in English, the majority language spoken in the wider society, and in another language, often referred to as the partner or minority language. But while accountability mandates have focused on students' performance in…

Content and language integrated learning (CLIL) has expanded in Europe, favored by the large body of research, often showing positive effects of CLIL on L2 development. However, critical voices have recently questioned whether these positive findings apply to any language, given that most research focuses on English. Taking into account this…

This article presents evidence for a validity argument on the ACTFL Assessment of Performance Toward Proficiency in Languages (AAPPL) tests (Interpersonal Listening/Speaking, Presentational Writing, Interpretive Listening, and Interpretive Reading) by summarizing an analysis of the 2014 test data from examinations administered in three languages…

In this article, we report two studies that compared the development of English and French language and literacy skills in French immersion students identified as native English speakers (EL1s) and English learners (ELs). In study 1, 81 EL1s and 147 ELs were tested in the fall and spring terms of grade 1. The EL1s and ELs had similar outcomes and…