This study examines the role of age of arrival (AoA) in immigrant students' perceived multilingual proficiency. Additionally, the study investigates the demographic, linguistic and social-psychological variables distinguishing young-arriving immigrants from their middle and older-arriving peers. The sample included 274 eleventh grade Russian (L1)…

A multilingual experience can be considered a significant asset. However, since the earliest studies in the field, research has reported mixed results regarding potential advantages such as increased cognitive ability and metalinguistic awareness. Moreover, studies investigating the influence of bilingualism/multilingualism on the acquisition of…

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…

Most researchers have studied students' academic self-concept within native language and mathematics, indicating the multidimensional nature of academic self-concept. However, there is a shortage of studies that examined the twofold multidimensional structure of verbal self-concept within the internal/external frame of reference (I/E) model of two…

In linguistically diverse contexts, language repertoires include various literacy skills in multiple languages across different modes of representation (multiliteracies), where multilingual writing can be conceptualized as a synthesized competence that includes all languages in a person's repertoire and is continuously evolving. We respond to the…

Writing, as a highly complex strategic literacy skill alongside reading, is an essential prerequisite for learning and determines a student's educational success. In diverse contexts, a student's linguistic repertoire may involve multiple languages, which may serve as mutual resources in his or her multilingual writing skill development. Drawing…

We investigate the interrelations between pronunciation and writing skills in French as a foreign language produced by two groups of bilingual learners (German-Russian; German-Turkish) and a monolingually raised German control group (each n = 10). As an indicator of the learners' pronunciation skills, we refer to a perceptually relevant acoustic…

This study aimed to investigate the effectiveness of interactive learning module technology (ILMT) in teaching Kazakh as a second language in secondary schools in the Republic of Kazakhstan. This research was carried out at Russian-medium secondary schools during the academic year 2021-2022. There were two groups in the sample: the experimental…

The School District of Philadelphia (SDP) serves a diverse population of English Learners (ELs) with different ethnic backgrounds, cultural identities, and languages spoken. SDP's population of ELs has grown significantly, from about 12,000 in 2014-15 to nearly 20,000 in 2022-23, an increase of 66%. This community-informed study focuses on English…

In this study on language ideologies and multilingualism in Ukraine, I start from Geeraerts approach, which identifies two cultural models of linguistic standardisation: rationalist and romantic. Drawing on this typology, I show that the present-day ideology is a largely distorted version of the romantic model that transforms into linguistic…

Multilingual learners (MLs) are students whose primary language is not English and are eligible for English language development services through the Transitional Bilingual Instruction Program (TBIP). Eligible MLs receive TBIP services until they become proficient in English. During the 2022-23 school year, 149,357 students were identified as…

Answering calls to map college-level proficiency development (Modern Language Association, 2007) and longitudinally chart language learning (Barkaoui, 2014; Ortega & Byrnes, 2008), we mapped the oral proficiency growth of 1,922 lower-division college students of Chinese, French, Russian, and Spanish (in the second, third, or fourth semester of…

English learners (ELs) are students whose primary language is not English and are eligible for English language development services through the Transitional Bilingual Instruction Program (TBIP). Washington state's TBIP has existed since the passage of Senate Bill 2149 in 1979, and is codified in the Revised Code of Washington (RCW) Chapter…

English learners (ELs) are students whose primary language is not English and are eligible for English language development services through the Transitional Bilingual Instruction Program (TBIP). Washington state's TBIP has existed since the passage of Senate Bill 2149 in 1979, and is codified in the Revised Code of Washington (RCW) Chapter…

English learners (ELs) are students whose primary language is not English and are eligible for English language development services through the Transitional Bilingual Instruction Program (TBIP). Eligible ELs receive TBIP services until they become proficient in English. During the 2017-2018 school year, 136,357 students were identified as ELs, a…