This article draws on qualitative data from a Two-Way Immersion Spanish environment classroom to explore how African American students lived experiences, language, and cultural practices are regulated and/or constrained. Drawing on the theoretical framework of Bahktin's heteroglossia and raciolinguistics, the authors present two distinct…

Little systematic attention has been paid toward belonging for young children, particularly in contexts of diversity that are regularly part of school settings. Two-Way immersion (TWI) programs provide one educational context ideally suited for exploring the constructs of belonging and inclusion in linguistically and culturally diverse settings.…

The present study investigated the relation between continuous measures of two qualitatively different types of bilingual experience and outcome measures that varied in domain (verbal or nonverbal) and processing demands (degree of conflict). Participants were 195 English-speaking children, 7 years old, who were enrolled in French immersion…

This study utilizes quantitative content analysis (QCA) and deductive qualitative approach (DQA) grounded in Ruiz's orientations of language planning to understand the landscape of bilingual educational research. This QCA included targeted counts from bilingual journal articles (n = 102) covering methodology, participants, region, and bilingual…

Through analysis of a video recording of two bilingual siblings playing with rubber ducks, this article explores the concept that imaginative play can serve as a potential site for language shift. The article argues that the siblings use English as a means to 'double voice' (Bakhtin, M. M. (1981[1963]). "The Dialogic Imagination" (C.…

Languages differ in their realization of the subject argument: non-null-subject languages, like English, require subjects to be phonologically overt; rather, null-subject languages, like Greek, allow the subject to be overt or null. This cross-linguistic difference can lead to the transfer of grammatical properties across languages during…

This study collected interview data from parents of five children identified as having special education needs who were attending or had attended a French Immersion program in Toronto, Ontario. The experiences of these families were qualitatively analyzed to uncover critical themes surrounding experiences and beliefs around French Immersion…

This article focuses on translanguaging, which has been posited as a language practice, pedagogical tool, and lens that values individuals' linguistic resources and deems them valuable. Scholars have postulated that translanguaging is rooted in social justice, as it aims to address social inequities among emergent bilinguals. Yet, do educators…

The amount of language input bilingual children receive influences their language acquisition. This three-year quasi-longitudinal study determined the extent home language input influences measures of expressive and receptive English vocabulary among Spanish-English school-age bilingual children. The study also determined whether a relationship…

This paper examines the construct of bilingual phonemic awareness in Irish-English bilinguals. Though traditionally viewed as a skill or ability which transfers across languages, recent accounts have considered whether phonemic awareness has a language-specific component. This study used a cross-sectional design to examine this question. A total…

This longitudinal, mixed-methods study reports on the development and implementation of an early phonological awareness screening and intervention program for struggling emergent readers in a French immersion school in Manitoba. The program was created by a professional learning community made up of the school administrator, teachers, and clinical…

Teacher-researcher collaborative inquiry helps illuminate contextual demands and affordances of teaching and learning and how they shape and inform theory and practice. Elaborating on a university-school study in a Mandarin-English dual language bilingual education (DLBE) programme in the U.S., we examine how the researcher worked alongside a…

Numerous complexities undergird how parents support the bilingual development of their young learners, especially in a predominantly monolingual-centric society. In this article, we highlight belief practices which informed parents' decision-making processes in supporting their children, who were enrolled in a diverse dual language immersion…

Background/Context: Public school enrollment in the United States is becoming increasingly racially and linguistically diverse; however, school segregation continues to intensify across the nation. Within this context, two-way dual language immersion (TWI) programs, which intentionally strive to balance English learners and English speakers, may…

This paper draws on qualitative research that examines the biliteracy practices of Black Language (BL) speakers in an elementary, two-way immersion (TWI), dual-language bilingual program, using Raciolinguistics as a theoretical lens. Specific questions that guided the study addressed the features of communicative contexts where BL was utilized and…