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)…

The need to identify and recognize school going children with giftedness remains a concern of the Republic of Kazakhstan's government. This concern motivated this study to examine the internal structure of the giftedness characteristic identification scale (GCIS) for use by Kazakhstan's school children. Exploratory quantitative research approach,…

With the large influx of Russian-speaking migrant workers and their children to South Korea, there is a growing need to explore the language and literacy practices of emerging multilingual learners. Specifically, as the Korean language is predominantly used in South Korean contexts, including school, Russian-speaking children face enormous…

The article covers the issues concerning the levels and criteria of preparatory department students' understanding of the scientific text. Teaching scientific language presupposes work with scientific texts at a language proficiency level of A1. When teaching how to work with the scientific text, one should consider its pragmatic, contents and…

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…

This study investigated students' multilingual writing skills in three different languages: the majority language (German), heritage languages (Russian or Turkish), and a foreign language (English). The aim was to empirically explore the Focus on Multilingualism Approach, tracing different profiles of the multiliteracies that exist in multilingual…

Connectives such as "because" and "but" are crucial for signaling coherence relations in discourse. They contribute to a better reading comprehension and, thus, academic performance. The aim of this article is to contribute to our understanding of connective development during teenage years by studying individual differences 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…

This study aimed to evaluate whether cognitive and affective dimensions of reading self-concepts in English and Russian are distinct constructs and to examine whether the relationships among cognitive and affective variables are invariant across gender. A total of 349 tenth-grade Azeri students were selected from 12 schools in Baku, Azerbaijan.…

This paper analyses adolescent Ukrainian-Russian bilinguals' stances towards polylanguaging as evidenced in their talk about and use of "suržyk," a stigmatised polylingual practice that combines features from Ukrainian and Russian. Drawing from group interviews with 39 Ukrainian young people (aged 14-15), it uses Bakhtin's ("The…

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…

This brief explores the potential of bilingual programs to support access to core content courses for students classified as English Learners (ELs). The most common types of bilingual education programs in Oregon are: (1) dual language: instruction is in English and a partner language, with goals of biliteracy and bilingualism. This is also known…

Despite Estonia being ranked among the highest performing nations in the world-wide testing of students, these encouraging results are somewhat overshadowed by the challenge to overcome the divided school system with different languages of learning that impacts crucially on students' social, academic and professional paths. The study examines…

This article explores how teacher agency support, students' perseverance and work experience outside of school are related to student agency in the context of Estonia, where Estonian and Russian-speaking students are often educated separately in schools with either Estonian or Russian instructional language. The student-level data (n = 9060) were…