This study explores the experiences and perceptions of 13 Australian early childhood, primary and secondary pre-service teachers who undertook a two-week international service-learning immersion in an educational setting in Phnom Penh, Cambodia. Qualitative data were collected pre-immersion through an anonymous questionnaire, and post-immersion…

Using critical interpretive procedures, this synthesis reviews qualitative and quantitative empirical studies (N = 181) published between 2000 and 2017 in the Canadian French as a Second Language (FSL) K-12 context. This study examines the thematic focus of findings relevant to key stakeholders (i.e., students, teachers, teacher candidates,…

Working to learn a language both contributes to language revitalization and teaches learners about themselves, thus developing a sense of mental and spiritual well-being associated with learning the learners' ancestral language. In addition, on an institutional level, those who contribute to language revitalization and hold space for the language…

Australian teachers are required to teach students from diverse cultures, and preservice teachers are reported to feel culturally unprepared. The Australian Government's New Colombo Plan aims to increase pre-service teachers' cultural competency by providing funding for cultural and educational experiences in the Asian-Pacific region. This paper…

With U.S. classrooms increasingly characterized by linguistic diversity, policies mandating teacher training around English learning have proliferated. Recent federal oversight prompted Massachusetts to implement an initiative to endorse its 70,000+ teachers in Sheltered English Immersion (SEI). While policy research has productively emphasized…

Teacher training programmes have often ignored the new multilingual paradigm and, consequently, educators may hold some misconceptions about how additional languages are learnt and should be taught in multilingual contexts. A number of recent studies have investigated language teachers' beliefs regarding multilingual education [Arocena-Egaña, E.,…

Based on video recordings of five pre-k to grade 4 Chinese dual-language bilingual education (DLBE) teachers' classroom instruction, this article examines the Chinese DLBE teachers' target and first language use and pedagogical moves during their processes of learning to teach in immersion schools in the US. Conversational analyses of classroom…

"Culturally and Linguistically Responsive Education" provides a much-needed blueprint for how school leaders can leverage the power of collaborative learning to create more culturally and linguistically responsive schools. The book describes an innovative network of twenty preK-8 schools located across the United States striving to…

This book uncovers the important issues in language learning and teaching in the intelligent, digital era. "Social connectivity" is a contemporary style of learning and living. By engaging in the connectivity of physical and digital worlds, how essential parts of language learning and teaching can be achieved? How can the advanced…

We investigated whether young English-French biliterate children can distinguish between English and French orthographic patterns. Children in French immersion programs were asked to play a dictionary game when they were in Grade 2 and again when they were in Grade 3. They were shown pseudowords that contained either an English spelling pattern or…

This report synthesizes findings from extant empirical research to identify nine key policy areas that state policymakers and stakeholders in California can leverage to improve English learners' (ELs') opportunities and outcomes across the state. Importantly, the report situates these policy areas within the current framework of California state…

In recent times, there has been significant interest in reviving the Gaelic language. The National Plan for Gaelic aims to secure a sustainable future for the language. Gaelic Education plays a major role. The term "Gaelic Education" covers a spectrum of opportunity ranging from raising an awareness of Gaelic as a Scottish language to…

In this testimony, Patricia Whitefoot talks on behalf of the National Indian Education Association (NIEA) with regard to President Obama's Fiscal Year 2011 budget request. She describes how Native education still faces enormous challenges, including severe underfunding. Far too many students and schools continue to experience abject failure. NIEA…