In bilingual children, more so than in monolingual children, comprehension abilities exceed production abilities. While this receptive-expressive gap in bilinguals has been well documented, little is known about its development. The present study tracked growth in the Spanish and English receptive and expressive vocabularies of 52 bilingual…

This coda considers how translanguaging discourse is manifested in classrooms. Li Wei and Lin open up spaces of possibility for translanguaging by questioning the order of language. In so doing, the school code assumes its appropriate place as a system of coloniality.

Cross-linguistically, monolingual children produce target-like inflected verbs much earlier than they can reliably distinguish between singular and plural subject-verb agreement morphology in comprehension (i.e. Johnson, V., J. de Villiers, and H. Seymour. 2005. "Agreement Without Understanding? The Case of Third Person Singular /s/."…

Background: Although some investigations of phonological development have found that segmental accuracy is comparable in monolingual children and their bilingual peers, there is evidence that language use affects segmental accuracy in both languages. Aims: To investigate the influence of age of first exposure to English and the amount of current…

Simultaneous bilingual education of a child is a dynamic process. Construction of linguistic competences undeniably depends on the conditions of the linguistic environment of the child. This education in a monolingual family, requires the practice of parenting tactics to increase the frequency of the language use in minority, during which,…

Through a Communities of Practice Network Analysis, this research illustrates the ways in which dual language graduates participate in multiple, varied, and overlapping communities of practice across time. Findings highlight that the dual language school as a shared community of practice represents a critical and formative part of participants'…

The data reported in this article come from a large project whose goal was to explore how Latin American students in Catalonia, Spain use their two languages--Spanish and Catalan--to support their learning of mathematics in small groups with other students who are Spanish- or Catalan-dominant. For 5 years, lessons from bilingual mathematics…

China's diversity of minority groups, marked by many languages and cultures, has led to much push and pull experience between homogenising forces and indigenous cultures. This is apparent in its bilingual education programme for ethnic minorities, among which Korean diaspora communities are to be counted. Korean-Chinese people in China have been…

This review synthesizes research on English reading outcomes of all types of programs for Spanish-dominant ELLs in elementary schools. It is divided into two major sections. One focuses on studies of language of instruction, and one on reading approaches for ELLs other than bilingual education. A total of 14 qualifying studies met the inclusion…

This study builds on previous work to examine parent reasons for enrolling their children in a two-way immersion (TWI) charter school. This work goes beyond ethno linguistic background variables (language, ethnicity), to include other key variables such as education level, income, religion, household distance from school, and family structure.…

A survey of 724 families of dual language enrichment students in the South-west USA explored what kinds of families had chosen dual language education for their children and why. Of those parents who chose dual language for their children, 45.4% speak primarily English with their child, while 54.6% speak primarily Spanish. English-dominant parents…

This paper reports the fifth-year results of a study comparing the English and Spanish language and reading performance of Spanish-dominant children randomly assigned beginning in kindergarten to Transitional Bilingual Education (TBE) or Structured English Immersion (SEI). This is the first randomized study to compare TBE and SEI reading…

Stories were presented in signed English and American Sign Language (ASL) to 36 profoundly deaf subjects. Results showed that both ASL- and English-dominant bilinguals translated English stories to ASL in retelling. Relevant literature is reviewed, and implications for bilingual education of deaf students are noted. (Author/SED)

Presents a theory that all developing and developed bilinguals have a preferred and a second language (L2) and that the bilingual increases L2 competence through fluctuating activity between bilingual preferred L2 medium-oriented communication and monolingual L2 message-oriented communication. Discusses implications of the theory for language…

Elaborates on cognitive/academic language proficiency and basic interpersonal communicative skills. Discusses assumptions regarding bilingual program exit and entry fallacies and implications for U.S. bilingual education. Argues that failure to adequately conceptualize the construes of language proficiency and its cross-language dimensions causes…