Since the earliest studies on multilingual advantages, it has proved difficult to disentangle language development from general cognition. It remains unclear whether language interdependence is an independent variable or whether observable effects are mediated by cognitive ability. Measurable effects of one language on another typically go hand in…

This exploratory study examined the experiences of middle school students in an urban two-way bilingual education (TWBE) program. Through the lens of students' sense of belonging, the study examined how middle school students described their experiences being enrolled in a TWBE program at the primary and secondary level. Data sources included a…

Many bi/multilingual students who speak low-incidence languages or at the secondary level have no access to bilingual education. This cross-case analysis draws from language ideologies, policymaking, and critical multilingual language awareness to understand how "non-bilingual" teachers can create multilingual classroom spaces. Findings…

This study explores the reading strategies (RSs) of bilingual and monolingual young learners in their first and second languages (L1 and L2, respectively)--either Kazakh or Russian as the L1 and L2--and English as a foreign language (L3). It also examines the influence of RSs on the learners' performance on reading comprehension tests in the three…

Reproduction theories reveal schools' critical role in inequalities and instil a sense of pessimism regarding schools' potential to create a fair society. School effectiveness research (SER) has responded to this pessimism by studying associations between school factors and educational performance to show that schools can make a difference.…

This exploratory case study research was conducted with a view to exploring how teachers teaching emergent bilingual students in ESL programs can enact the principles of culturally sustaining systematic functional linguistics (CS SFL), such as critical centering, historicizing, curricularizing, teaching and learning cycle (TLC), and semantic…

This article provides three major contributions to the literature: we provide granular information on the development of student argumentative writing across secondary school; we replicate the MacArthur et al. model of Natural Language Processing (NLP) writing features that predict quality with a younger group of students; and we are able to…

In a world where English has achieved global dominance, it is unsurprising that the instrumental value of learning a language other than English (LOTE) for those already fluent in English is increasingly deemed unnecessary. There are significant enrollment declines postcompulsory second language (L2) learning in all English-speaking countries. To…

The traditional monolingual and monoglossic perspective of literacy and biliteracy is compared with the perspective offered by translanguaging. The author explores how the monolingual and monoglossic view of literacy has been responsible for the failure of many Latinx bilingual students. A translanguaging perspective turns its attention toward the…

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…

Among inequities faced by multilingual learners, engagement in science education is one of the most persistent. Research suggests leveraging students' full multilingual repertoires in science education can help address this gap. However, pervasive monolingual norms in schooling may impede multilingual engagement, impacting students' multilingual…

This article synthesizes the roles of morphology in English reading acquisition and reports a meta-analytic structural equation modeling study (k = 107, N = 21,818) that tested the effects of morphological awareness (MA) on reading comprehension in school-aged readers. Moderator analysis was conducted through a set of subgroup comparisons based on…

We address the notion that different student grouping configurations in the classroom may provide different sets of opportunities for English learners (ELs) -- students whose home language is not English (the language of instruction in the U.S.) -- to both learn science and develop a second language through different forms of social interaction.…

It is often claimed that child English L2 learners take up to seven years to attain English skills commensurate with those of monolingual peers; however, existing research is insufficient to know if this claim is valid for oral language abilities in particular. This study examined the lexical and morphological abilities of English L2 learners and…

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…