Emergent bi/multilingual children have historically been afforded few opportunities to engage dialogically with peers and teachers in posing authentic questions and co-constructing interpretations of texts as their reading instruction has traditionally been skills driven. Additionally, more recent scholarship has identified increased opportunities…

The purpose of this study was to investigate Spanish-speaking multilingual learner (MLL) students' long-term academic outcomes after participation in an early childhood education (ECE) program with English instruction. The study included 359 Spanish-speaking MLLs who qualified for Free and Reduced Lunch from Grade 1 to Grade 6. Participants…

This intervention study examined the writing abilities of 1st (ages 6-7) and 2nd (ages 7-8) grade students in the Basque Autonomous Community, utilising Basque, Spanish, and English. We compared two distinct teaching methodologies: the PYCTO methodology, which employs a multilingual approach for teaching writing across the three languages, and the…

Research on the effects of bilingualism on third language (L3) development set in bilingual communities is scarce, outdated, and has provided mixed results. This study investigated the effects of exposure and age of onset of acquisition (AOA) of L3-English, as well as first and second language (L1/L2) skills and use, in the development of…

Language separation policies in two-way bilingual education (TWBE) reflect ideologies of double monolingualism (Heller, 1995) and ignore the sociolinguistic realities of bi/multilingual students (García & Lin, 2017). This case study investigates the design and implementation of collaborative multilingual identity text projects (Prasad, 2018)…

The aim of this article is to explore how the teaching of English as a foreign language is planned in three plurilingual state schools in Catalonia. We carried out classroom observations (first and second grade of primary education) and interviewed the English teachers who teach these lessons and the headmasters of the three schools. The use of…

This article features a culturally sustaining practice that many early literacy teachers can adapt and use: "la historia de mi nombre"/the story of my name. The practice is described in the context of a second-grade bi/multilingual class as the Latinx students are learning about their names through culturally authentic literature,…

A primary objective of development is to build a knowledge base. To accumulate knowledge over time and experiences, learners must engage in productive processes, going beyond what is explicitly given to generate new knowledge. Though important to accumulating knowledge, these processes are also easily disrupted. Individuals often depend on surface…

Early education programs in the United States are experiencing an increase in the number of English learners and, consequently, an increase in dual-language programs that best serve the needs of these children. Dual-language programs enable children to communicate orally and in written forms in both their native languages and in English. This…