Cummins (2018) argued that "emergent bilingual students struggle, often unsuccessfully, to escape from the externally imposed identity cocoon within which they find themselves" (p. x). This struggle leads to negative views and deficit thinking approaches to educating these students. In today's educational context, meeting the cognitive…

This multi-sited ethnographic study, conducted in two Mandarin-English dual language schools in two states in the U.S., investigates how students from diverse social, cultural, and linguistic backgrounds perceive and navigate bi/multilingualism through dual language education. Drawing on the scalar analysis of video-recorded student interviews,…

While the role of parental ideologies on children's bi/multilingual development and the role of children's beliefs about multilingualism are well-documented, less work examines how parental and student ideologies are enacted through talk. That is, how do students interpret what their family caregivers tell them about bi/multilingualism, and how do…

The present study investigates whether exposure to multilingual pedagogies enhances emergent bilingual children's narrative abilities. These abilities are among the most reliable indicators of children's literacy skills. We compare two groups of emergent bilingual children with migrant background attending the fourth and fifth grade of a public…

The authors describe a culturally sustaining bilingual family engagement project that draws upon Latinx families' experiential and cultural wealth and integrates that knowledge within the literacy curriculum of a bilingual fourth grade classroom. Through the use of monthly writing prompts, Project "Recuerdo," engages families in sharing…

This research uses a descriptive quantitative statistical design to examine campus-level results from the State of Texas Assessments of Academic Readiness (STAAR). The focus is on describing the achievement disparities between campuses that implemented Transitional Bilingual Education (TBE) programs and those implementing Dual Language (DL)…

Singapore has launched a bilingual education policy nationwide, which leads to three main home language environments amongst Chinese families, namely, Chinese dominant, Chinese-English bilingual families and English dominant families. However, little is known about the development of early reading abilities among Singapore children from these…

The majority of learners in South African schools are African language speakers, yet the dominance of English in the political economy has meant that schools choose to switch to English medium instruction by Grade 4, before learners have the necessary English proficiency to access the curriculum, with negative effects on learning. This paper…

The academic success and language proficiency in Arabic of bilingual Arabic learners (BAL) in immersion programs have been limited by a lack of effective policies and practices that address the Arabic population's inclusive and equitable educational environment. This qualitative case study aims to provide insight into how academic leaders can…

In this two-year ethnographic study, we explored engineering teaching and learning in fourth-grade, dual language (DL) classrooms. We discuss the biliterate disciplinary practices in these classrooms, examining data (field notes, interviews, artifacts, audio, and video recordings) gathered at a school on the US-Mexico border. Our purpose is to…

Though Cantonese has been spoken in the United States since the 1880s, very little is known about the attitudes of younger Cantonese speakers and learners and their ideas about their bi/multilingual identities. We fill this gap by reporting findings from focus group interviews with 14 fourth and fifth graders attending a Cantonese-English DLI…

Building on research that has demonstrated the benefits of Dual-Language Bilingual Education (DLBE) programmes on students' bilingual, academic, and cross-cultural development (Lindholm-Leary and Hernández 2011), this study examines the links between dual language proficiency and competence in elementary students enrolled in a Cantonese DLBE…

Academic language skills support mid-adolescents' comprehension of the language of school texts. To date, scarce research has explored associations between dual academic language skills and reading comprehension among mid-adolescent dual language immersion (DLI) students. This study examined individual differences in Spanish and English academic…

Throughout our targeted approach of explicit collaborative translation during small-group reading instruction in a bilingual education classroom, fourth grade emergent bilinguals employed the strategy to comprehend narrative text in a range of ways, similar to middle school students in reading instruction research. As students acknowledged the…

A primary objective of development is to build a knowledge base. To accumulate knowledge over time and experiences, learners must engage in productive processes, going beyond what is explicitly given to generate new knowledge. Though important to accumulating knowledge, these processes are also easily disrupted. Individuals often depend on surface…