Background: Caregivers of stroke survivors need trusted information on stroke prevention, rehabilitation, and self-care. Purpose: Develop and evaluate the English and Spanish-language RESCUE stroke caregiver websites and conduct a promotional campaign to enhance their reach. Methods: We developed websites by partnering with organizations and using…

Purpose: The purpose of this study was to examine whether oral bilingualism could be an advantage for children with hearing loss when learning new words. Method: Twenty monolingual and 13 bilingual children with hearing loss were compared with each other and with 20 monolingual and 20 bilingual children with normal hearing on receptive vocabulary…

This mixed-methods study examines the language ideologies of 28 preschool educators in their first month transitioning from English-only to dual language education (DLE). Using the language ideology survey developed by [Fitzsimmons-Doolan, S. (2011). "Language ideology dimensions of politically active Arizona voters: an exploratory…

Despite increasingly diverse public school enrollment, students across the U.S. are still segregated by race and poverty, and English learners (ELs) often experience triple segregation by race, poverty, and language. Two-way immersion (TWI) programs may create racially integrated learning environments, by offering a dual language model that…

Because word problems present mathematical information through a scenario, they are language-intensive and require mathematical and reading comprehension skills to solve them. In addition, they are linguistically complex, which makes them challenging for all learners, especially multilingual learners. Given the rising number of dual-language…

Infants and toddlers experience the world in interaction with others. Likewise, social interactions are important in learning about math--concepts of number ("one," "two," "three"), space ("on top," "upside-down," "round"), and magnitude ("more," "big,"…

Background or Context: Dual language education aims to foster the development of bilingualism, biliteracy, sociocultural competence, and academic skills in all school subjects. Early correlational research suggests that participation in dual language education is associated with higher achievement. Recent studies leveraged more comprehensive sets…

This study evaluated the construct and structural equivalence of the English and Spanish versions of the authoritative school climate survey (ASCS). Measurement invariance was evaluated through increasingly restrictive tests on a sample of N = 6976 high school students, with focus on the three core ASCS scales: Students' Willingness to Seek Help,…

Purpose: This study investigated the effect of delivery method (face-to-face or telepractice), time, home language, and language ability on bilingual children's receptive vocabulary scores in Spanish and English. Method: Participants included bilingual children with (n = 32) and without (n = 57) developmental language disorders (DLD) that were…

Early childhood language experiences influence how a child's mind and brain process language and acquire literacy. For children growing up bilingual, their two languages interact in their minds, and these cross-linguistic influences can lead to unique neurocognitive mechanisms for language and reading compared to monolinguals. In this…

This ethnographic case study explores the dynamic and fluid development of one African-American student's bilingual/biliterate identity through her enrollment in a Spanish-English Dual Language Education program. We integrate the frameworks of identity in interaction and monoglossic and raciolinguistic language ideologies to understand how this…

James Banks's framework for determining the levels of integration of multicultural content in teachers' pedagogy has long been a tool used by researchers worldwide. This article introduces the Holistic Analysis of Multicultural Teaching Framework that rethinks Banks's framework to allow research analysis to capture the hybrid and fluid aspects of…

An area of ongoing debate among bilingual scholars and practitioners is the extent to which instructional languages should be separated in dual language bilingual education (DLBE). This article contributes to and extends this effort by proposing critical translanguaging space as a conceptual lens to guide the design of translanguaging pedagogies…

We leverage log data from an educational app and two-way text message records from over 3,500 students during the summers of 2019 and 2020 and in-depth interviews in Spanish and English to identify patterns of family engagement with educational technology. Based on the type and timing of technology use, we identify several distinct profiles of…

Previous findings indicate that bilingual Catalan/Spanish-learning infants attend more to the highly salient audiovisual redundancy cues normally available in a talker's mouth than do monolingual infants. Presumably, greater attention to such cues renders the challenge of learning two languages easier. Spanish and Catalan are, however,…