Background: While the concept of translanguaging has gained significant traction in education in multilingual contexts, it is also debated and contested. Claims are made about what translanguaging can and cannot do, how different it might be from code-switching, whether it arises from a single repertoire of language resources or from use of…

Background or Context: Dual language education aims to foster the development of bilingualism, biliteracy, sociocultural competence, and academic skills in all school subjects. Early correlational research suggests that participation in dual language education is associated with higher achievement. Recent studies leveraged more comprehensive sets…

The purpose of this qualitative study was to investigate the perception of the principal and teachers regarding what transformational leadership practices meet the needs of EBs in a DLI PK-8th grade campus in South Texas. The research site was selected for having 40% emergent bilingual students. The campus principal has been implementing a…

This study represents an extension of the findings of Kieffer and Thompson (2018) and evaluates potential correlates of state- and district-level achievement gaps in reading and mathematics between monolingual and multilingual students. Using data from the National Assessment of Educational Progress, this study reported that there were substantial…

The majority of learners in South African schools are African language speakers, yet the dominance of English in the political economy has meant that schools choose to switch to English medium instruction by Grade 4, before learners have the necessary English proficiency to access the curriculum, with negative effects on learning. This paper…

The purpose of this research is to examine the English language proficiency trajectories of 2,201 fourth- through eighth-grade Latino English learner (EL) students who differed by current English language proficiency and were enrolled in a dual language program. Results showed that (1) students in the four English language proficiency groups…

Cleveland Metropolitan School District (CMSD) has witnessed an increase in the number of English learner students in grades K-12 over recent years, with students coming from more diverse backgrounds in race/ethnicity, countries of origin, and native language. This requires more support from the district to meet diverse needs in terms of languages,…

Science educators have suggested that, for minority and low-income students, gaps between home and school science cultures necessitate "border crossing" for successful learning in science. Our analysis used National Assessment of Educational Progress 2000 and 2005 data to assess the impact of U.S. state-level policy regarding…

With few exceptions, accountability systems for programs for English language learners (ELLs) have focused on the achievement patterns of ELLs who are still considered "limited English proficient" and program evaluations have been unable to answer the question whether ELLs actually catch up with English proficient peers after attending a bilingual…