In this paper we identify, name, and operationalize six borders typically found in school settings that include dual language classrooms: bordered languages, knowledge, content areas, bodies, selves, and teachers. We identify these borders as a point of departure to show an example of how a two-way dual language classroom operated through a form…

As two-way immersion (TWI) programs continue to grow in the U.S., it is urgent that teachers counter deficit ideologies about bilingual children who come marginalized backgrounds. Neoliberalism ideologies have contributed to the growth of TWI programs because parents from mostly white and upper middle-class backgrounds see the economic/global…

Previous research on bilingual mathematics education has proposed that as children "language mathematics" they use multiple sources of meaning. In this paper, we focus on lexical inventions--bilingual children's made up words that are not formally defined or used but follow the phonology and morphology of a language--as a source of…

Purpose: We investigated the efficacy of "Story Champs" for improving oral language in third-grade Spanish-English bilingual children with developmental language disorder (DLD). Method: We implemented a concurrent multiple-baseline across-participants single-case design with four bilingual Spanish-English third-grade students with DLD.…

Objective: In response to the question 'how can teachers develop health literacy events that leverage students' cultural and linguistic resources', this study highlights how two teachers developed a culturally and linguistically responsive curriculum that sought to promote health literacy. Design: The study details findings from a larger…

The purpose of this qualitative study was to investigate the perception of the principal and teachers regarding what transformational leadership practices meet the needs of EBs in a DLI PK-8th grade campus in South Texas. The research site was selected for having 40% emergent bilingual students. The campus principal has been implementing a…

The promise of access to key 21st-century skills (i.e., bilingualism, biliteracy, and global awareness) has resulted in the rapid gain in popularity of dual language bilingual education (DLBE) programs in the United States over the past two decades. Despite their integrative and additive nature, concerns have been raised about lack of equity in…

This study examines how three bilingual education teachers engaged with a transitional bilingual policy while balancing the demands of monolingual high-stakes assessments in ways that contributed to advocacy on behalf of their bilingual learners. The consequences of high-stakes accountability can be exacerbated in bilingual settings, because in…

We examined spelling errors patterns, cohesive ties, and syntax features in English and Spanish essays written by Spanish-English emergent bilinguals in Grades 1, 2, and 3 (N = 278; 51% female) enrolled in either English immersion or English-Spanish dual immersion programs. In Study 1, we addressed whether students made consistent spelling errors…

Purpose: This study investigated the classification accuracy of a concentrated English narrative dynamic assessment (DA) for identifying language impairment (LI). Method: Forty-two Spanish-English bilingual kindergarten to third-grade children (10 LI and 32 with no LI) were administered two 25-min DA test-teach-test sessions. Pre- and posttest…

This case study focused on transitional bilingual class and explored connections between the literacy practices co-constructed in this figured world and one student's developing identity. Yanet, a newcomer student from Cuba, was encouraged to draw on community cultural wealth to support her own and her classmates' language, literacy and identity…

The Houston Independent School District offers two primary bilingual programs for Spanish-speaking English learners (ELs). In the Transitional Bilingual program (TBP), students may move into a pre-exit phase of bilingual education so long as they meet certain performance criteria. In this Pre-Exit phase, predominantly English-language instruction…

English Language Learner (ELL) students in the district's two main bilingual programs (Transitional and Dual Language) are instructed in both English and Spanish. The relative amount of instruction in each language depends on both program and grade level. Students in the Transitional Bilingual Program have the option of entering a pre-exit phase…

Dual-language learner (DLL) children typically learn to write while still learning English, with vocabulary appearing to be a particularly vulnerable domain. This study investigates how a reduced English lexicon impacts English writing in DLL children. Participants were 100 Spanish-speaking DLLs and 100 of their monolingual classmates in first…

The Houston Independent School District offers two primary bilingual programs for Spanish-speaking English-language learners (ELLs). In both programs, students may transition into a pre-exit phase of bilingual education so long as they meet certain performance criteria. In this Pre-Exit phase, predominantly English-language instruction is used in…