This article utilizes the testimonios of two bilingual pre-service teachers to discuss their experiences with educational assessments in a multicultural assessment course. Utilizing educational testimonios and counter-storytelling methodology, I share the personal accounts of my participants' P-16 experiences, discuss how they navigated barriers…

This article explores the parallels experienced when pre-service teachers and those teaching multilingual students in elementary school design classroom spaces around the Right of the Learner to speak, listen, and be heard. We share examples of democratic commitments and shifts in our own understandings of the role of the teacher and professor. We…

Discover how to bridge linguistic barriers and deliver meaningful, engaging lessons to all K-12 students, including multilingual learners. With culturally responsive teaching, scaffolding, and scientific approaches such as Claim, Evidence, Reasoning (CER), author Darlyne de Haan proposes general education STEM teachers can seal the leaky STEM…

Integrating emergent bilingual students into K-12 mainstream classrooms where linguistic support is not provided has the potential to lead to their academic underperformance. This is because the content is delivered in English, which may not be understandable to immigrant students with limited English proficiency, possibly leading to psychological…

Purpose: Immigrant-origin English learners (ELs) are the fastest-growing population in US schools. Most EL research examines the college-going outcomes of this population by focusing on those who are EL-identified in high school; here, we capture both current and former EL-identified students, or "ever-ELs." A subset of bilingual,…

Multilingual learners' (MLs') access to a rich arts curriculum is often overshadowed by their need to learn English and "core" content. Yet MLs should have equitable access to arts education alongside their monolingual peers. An important avenue for offering this access is teacher preparedness. This study reports on a pilot survey of…

Through research, storytelling, curriculum development, and pedagogy, this book will help educators engage emergent bilingual and multilingual (EBML) students with social studies and citizenship education. Chapters are written by well-known and new scholars who are enacting teaching and research that center the needs, interests, and experiences of…

California has one of the largest populations of multilingual learners (MLs) in the United States (California Department of Education [CDE], 2020; 2021). These MLs have unique strengths and needs, which require school psychologists to have specialized training (Gonzalez et al., 2022; Harris et al., 2021). However, few school psychology training…

In the US, many immigrant languages have been maintained through the efforts of local communities in the form of community-based Heritage Language (HL) programs. Previous studies have discussed diverging linguistic practices and identities among students and teachers in HL programs. However, there is little research on how materials use affects…

Reading in English is an essential skill that emergent bilingual students in the United States (U.S.) must master to be successful in school and to fully take advantage of the affordances reading in English offers. The current meta-analysis examined the extent to which reading instruction improved English reading outcomes for preschool to grade 12…

Inclusion of multilingual students-teachers' perceptions on language support models Ensuring the best possible support for multilingual students is a challenge for educational systems the world over. In Austria, new language support models, the so-called German language support classes (GLSC) and pull-out courses (POC), have been installed in the…

Recent reforms in science education shift the focus of instruction to supporting students' sensemaking about phenomena. At the same time, discussions of equity in science education have become more common and more contested. For emergent bilingual (EB) learners, there is growing consensus that these trends together imply valuing diverse linguistic…

Emergent bilingual 1 (EB) students are students who are not proficient in English and who must be provided the option of either a bilingual or an ESL program. EBs who are in the district's two main bilingual programs (transitional and dual language) are instructed in both English and Spanish. The relative amount of instruction in each language…

Deficit discourse and framing of multilingual students and their academic potential is a persistent challenge in mathematics education research and practice. It is a challenge for teachers of all experience levels to learn how to use asset-based language when working with students who are learning mathematics in a non-dominant language. This…

From the perspective of host country education system and, in light of a normative view of academic development, school systems have too often viewed the academic profiles of newcomer students as deficient despite a curriculum in Ontario (Canada) that mandates culturally relevant and responsive pedagogy. In this project, we view the mobility of…