This report documents how native English speaking students enrolled in the two-way dual language program at Austin Independent School District (AISD) performed on STAMP 4Se, a Spanish-language proficiency test during the 2016-2017 school year.

These maps provide an overview of existing dual language programs in the district for the 2012-2013 school year and the distribution of Spanish-speaking English language learners.

These maps provide an overview of existing dual language programs in the district for the 2011-2012 school year and the distribution of English language learners.

This report summarizes existing evidence on the impact of mixed language classroom instruction, providing a summary of 2017 Austin Independent School District elementary students' performance on the state's reading test.

This report summarizes feedback from Austin Independent School District (AISD) elementary dual language teachers who participated in focus group discussions in January and February 2016. Teachers gave their opinions about the program components and suggestions for how to improve the program implementation.

This paper seeks to examine the role of the official and "de facto" languages of anglophone Caribbean islands such as Jamaica. In reflecting on their statuses as users of language, tertiary level students registered in a Year One Performing Arts Program provided much insights into the interplay of both languages that coexist in society…

ELT (English language teaching) in Spain is witnessing the arrival of content and language integrated learning (CLIL) and English is changing from a goal-oriented school subject to a medium of instruction for content subjects. What is taking place in our system is influenced by what has previously happened elsewhere. Two research episodes have…

The purpose of this study was to examine the short and long term effects of a Two-Way bilingual education program on the literacy development of students in K-3 and high school. Two groups included students in English Language Learners (ELL) as well as students who were not ELL. Both groups were instructed in equal 50-50 percent English/Spanish.…

Teaching content through a foreign language presents students with the double challenge of having to understand new concepts and of doing so through a foreign language. To be successful in meeting this challenge teachers have to adapt their teaching style and the tasks they work on with their students. Often, however, they do not know how to do…

As English tends to be regarded as a component of basic education, most European countries, Spain amongst them, are issuing legislation to establish the content and language integrated learning (CLIL) approach in educational settings. The article presents instances of the implementation of CLIL in the area of teacher training which stem from a…

Drawing on data from eleven preschools in four European countries (Germany, Belgium, Sweden, and the UK), this edited volume explores the progress of preschool children learning English over a period of two years. In the first volume, children's lexical and grammatical comprehension, the quality of L2 input, the effect of immersion on L1…

Drawing on data from eleven preschools in four European countries (Germany, Belgium, Sweden, and the UK), this edited volume explores the progress of preschool children learning English over a period of two years. This edited volume (Volume II) gives details on best practices in bilingual preschools as well as background and training on topics…

This paper studies the similarities and differences between the goals of bilingual education in China and the United States. China and the U. S. have similar purposes in providing bilingual education to language minorities at the elementary-secondary school level. The Americans use bilingual education as a remedy, but most Chinese treat it as a…