While existing literature highlights the need to integrate translanguaging into assessments, its classroom application remains understudied. Adopting a participatory research approach, this study illustrates (1) how translanguaging was incorporated into formative assessments in a Chinese immersion context and (2) the perspectives of both the…

This qualitative comparative case study explored the perceived levels of cultural proficiency of 3rd and 6th grade teachers and parents within dual language immersion schools compared to schools that have traditional monolingual settings to discern whether differences exist in these settings. Lindsey and Lindsey's (2016) Conceptual Framework for…

Dual language immersion (DLI) as an alternative model to monolingual English-medium education has continued to expand rapidly over the past decade. As this model continues to grow across the United States, stakeholders look to research to demonstrate sustainability and scalability of dual language programs. Drawing on 224 schools, the statewide…

This paper draws from a broader research project and reports on literacy program supports and instructional strategies in two-way immersion (TWI) classrooms (Grades 3-5) where the partner language is Spanish. The study examined TWI classrooms in which students from multiple demographics were performing at or above the state average on reading…

Teachers working in middle and high school Dual Immersion (DI) programs (Spanish-English) face unique sets of challenges: linguistic equity between the two languages of instruction, attrition due to high linguistic and academic expectations, and preparing DI students for standardized tests in English. In this article, we reflect on our current…

Measures of 31 Latinx students' attitudes in a Grade 5 Spanish dual language bilingual education (DLBE) program were compared with those of the same students four years prior. Twenty-one mainstream English students comprised a comparison group for the same time period. Some statistically significant changes occurred for students in DLBE related to…

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…

This paper examines literacy engagement of plurilingual students from bilingual programmes. The mixed-methods research was a formative home intervention with Grade 4-6 Extended French and French Immersion students during the summer. The students were reading for pleasure in L1, writing summaries and participating in weekly discussions, which…

Multilingualism is often associated with advantages for acquiring additional languages. Theoretical approaches explain these advantages by assuming a Common Underlying Proficiency or a Metalinguistic Awareness. At the State Europe School in Berlin, students from different language backgrounds receive instruction in German and a partner language…

Providing instruction in multiple languages has the potential to simultaneously help both native English speakers and English learners to develop language proficiency. "Dual language programs" can help native English speakers develop proficiency in a second language and English learners develop proficiency in both their native language…

This quantitative causal-comparative study investigated the growth performance scores of English learners in grades three through five in reading, mathematics, and science in four English language educational programs: English as Second Language (ESL), Transitional Bilingual Education (TBE), Dual-Language Immersion (DLI), and No Services. I used…

Providing instruction in multiple languages has the potential to simultaneously help both native English speakers and English learners to develop language proficiency. "Dual language programs" can help native English speakers develop proficiency in a second language and English learners develop proficiency in both their native language…

This critical classroom study of language oppression draws from the notion of existing inequalities based on power relations in education research, as addressed in a critical ethnography. This critical classroom study explores the cases of two recent immigrant students, "Manuel" and "Malena," on the -U.S.-Mexican border near El…

The current study analyzes the relationship between elementary school reading achievement and participation in the following language acquisition programs--transitional bilingual, developmental, two-way bilingual immersion, and English immersion. With a focus on the achievement of Spanish-dominant English learners, the study uses multilevel models…

The study of motivation in Content and Language Integrated Learning (CLIL) contexts has hitherto one-sidedly been concerned with motivation to learn the foreign language, without regard for CLIL's eponymous focus on the inextricable connection between language and content. To fill this gap, this article focusses on CLIL learners' motivation not…