This study examines how emergent bilinguals seek help in language arts and how peers respond to their requests for help. Using 6 months of naturally occurring student talk in a U.S. fourth grade classroom, this article shows that (a) emergent bilinguals more frequently use general requests than specific requests to obtain help, (b) only 41% of…

Latinos comprise a significant portion of the total school enrollment in the U.S., and an increasing share of Latinos are pursuing higher education today. However, Latino students still face many educational barriers, and research has repeatedly demonstrated that Latino children lag their peers in terms of their academic achievement. In addition,…

This study reviews orientations toward educating multilingual students with a focus on recent policies and initiatives in California. It includes data and findings from a study investigating the linguistic and cultural resources that English learners bring to school as funds of identity. The research site was a public elementary school in an urban…

The widespread adoption of the Common Core State Standards (CCSS), since 2010, has led to a growing concern among education scholars and practitioners about how the new standards will impact the educational trajectories of students from minoritized linguistic, ethnic, and racial backgrounds (Bunch, Walqui, & Pearson, 2014; Hakuta, Santos,…

This fact sheet provides demographic information for the young Dual Language Learner (DLL) population in California, based on Migration Policy Institute (MPI) analysis of U.S. Census Bureau American Community Survey (ACS) data pooled over the 2011-15 period. DLLs, defined as children ages 8 and under with at least one parent who speaks a language…