Using U.S. state-level data, we report unadjusted and adjusted odds ratio of special education (SPED) trends in Tennessee from 2009 to 2019 for students in Grades 3 to 8 by three language groups: native English speakers (NES), English-proficient bilinguals (EPB), and Current English learners (Current EL). We report trends across all SPED…

Using state-level data, we report unadjusted and adjusted odds ratio of special education (SPED) trends in Tennessee from 2009-2019 for students in grades 3-8 by 3 language groups: native English speakers (NES), English-proficient bilinguals (EPB) and Current English learners (Current EL). We report trends across all SPED disability categories and…

Despite the increasing popularity of dual language education programs in Taiwan, limited research assesses their effectiveness. This study evaluated eight English Immersion Programs (EIPs) in Taiwan, representing a dual language education model, using the "Guiding Principles for Dual Language Education" (GPDLE) framework. Interviews with…

This study investigated the effects of Native English-Speaking Teachers (NEST) and Non-Native English-Speaking Teachers (NNEST) on students' English proficiency and perceptions. The research methodology employed an observational study based using critical applied linguistic. Data collection was through a mixed method. The tools used were the…

The task of writing arguments requires a linguistic and cognitive sophistication that eludes many adults, but students in the US are expected to produce texts that articulate and support a claim--simple written arguments--starting in the fourth grade. Students from language-minority homes likewise must learn to produce such writing, despite their…

The current study examines the effects of digital scaffolding on the English literacy of fourth- and sixth-grade students. A total of 1085 native English-speaking and language minority students from 25 treatment classes and 20 control classes across three school districts participated in this study for one school year. Treatment students read…

There is a lack of knowledge regarding reading development and predictors of reading development for Language Minority students (LMs) such as Asians. In particular, the research base is limited regarding the effectiveness of different reading instructional emphases for Asian LMs. The purpose of the present study was to examine whether language…

This case study examines the implementation of "Foreign Language Activities" (English language education), which officially began in Japanese elementary schools in 2011. Subjects in this study included 37 Japanese classroom teachers (20 males and 17 females) in four elementary schools in Tokyo. The Teacher Foreign Language Anxiety Scale…

Using longitudinal data on a nationally representative U.S. cohort, this study examined the roles of language minority (LM) status and English proficiency in English reading growth across the elementary and middle school years. Piecewise growth modeling was used to compare English reading growth trajectories for native English speakers and LM…

Twenty-four studies were included in this systematic review of vocabulary research literature. The review corroborates the findings of past studies that several strategies have emerged that increase students' vocabulary knowledge. Findings further reinforce the National Reading Panel's recommendations regarding the context and magnitude of studies…

School districts in the United States have undergone large changes over the last decade to accommodate No Child Left Behind (NCLB). Arizona accommodated NCLB through Arizona's Instrument to Measure Standards (AIMS). Expectations were established for all students, varying by group of students based on grade, special education status, free/reduced…

This article examines the language proficiency and achievement outcomes of Latino students enrolled in a dual language programme who varied by language proficiency (Native English speakers, Current English Language Learners--ELLs, Fluent English Proficient/Previous ELLs). Most previous research has not disaggregated Latino students, especially…

Current assessment practices in the United States are not able to accurately capture the total linguistic, cognitive, and achievement abilities of bilingual learners. There are psychometric complexities involved when assessing and interpreting test results of bilingual students, which impact the validity of this practice. Further, the compromise…

This study is an investigation of the extent to which francophone learners of English as a second language (ESL) are aware of the differences between French and English question formation and how such awareness relates to their L2 performance. Three tasks were administered to 58 grades 5 and 6 francophone ESL learners. In a grammaticality…

This study is part of a larger investigation of the usefulness of instruction designed to raise cross-linguistic awareness in young Francophone learners of English in Quebec. In the research reported here, the focus is on cognates. Since previous research shows that learners typically fail to recognise many helpful similarities between words in a…