The purpose of this study was to unveil how school leaders, particularly school principals, navigate Eurocentric curricular structures in the implementation of bilingual programming. This is a relevant study given the widespread issues and concerns circulating around the achievement of English Learners, recent immigrants, and the politicized arena…

This study explores code-switching (CS) in the emotional narratives of bilingual speakers of English and Arabic. Exploring the immigrant Arab community in Mississippi, USA contributes to the literature gap and provides valuable insights into the correlation between code-switching and bilingual identities in various emotional, social, and cultural…

Cultural discontinuity is recognized as a culturally motivated academic process where sociocultural behaviors and communicative skills valued in the home culture of students are discontinued at school thus resulting in their low academic performance. This process may be reinforced by structural inequality in the mainstream society and education…

In recent decades, a growing interest in studies of teacher identity in the field of English as a second language (ESL) teacher education research has developed. In order to better understand issues in teacher education, researchers need to explore how teacher identities are developed through the negotiations of their experiences. This study…

Situated in China and under the context of curriculum reform, this project is an effort to combine long-time separate research streams in language teaching and learning studies: the history-in-person perspective (Holland & Lave, 2001) and the discourse analysis perspective (Cazden, 1988). Informed by the concepts of…

This research study explores the transition experiences of multilingual Asian immigrant students as they navigate their first year of college. Focusing on counterstories, this study seeks to shed light on the unique challenges, strategies, and successes of these students in crossing cultural, linguistic, and academic borders. Through a qualitative…

The number of multilingual international students in post-secondary mathematics classrooms in the United States is increasing. As language is related to students' access to mathematics learning and their (mathematics) identities, it shapes their experiences as a doer of mathematics. However, as multilingual international students move to the…

The purpose of this multiple-case study was to explore how four US-born Muslim college students spatialized their linguistic and cultural identities within and across their social, academic, and religious spaces. The data were collected through detailed and in-depth data collection methods involving multiple sources of information: observations in…

This research captures the experiences of high school graduates who were labeled English Learners while they were enrolled in a public high school in the greater Sacramento area of California. The study examined what these bilingual high school graduates report as beneficial and detrimental experiences faced while completing the course…

This study explored the identity constructions and negotiations of nonnative English-speaking (NNES) TESOL professionals using past, present, and future timelines. The present study is a qualitative research design, using a life history inquiry to look into the lives and experiences of the participants. Data was collected from seven NNES TESOL…

A large percentage of the international secondary students in the United States come from Asian countries. Their enrollments are closely connected to the cultural, curricular, and extracurricular diversity of their American schools. Despite their contribution, stereotypical depictions of these students and deficit-informed research still abound in…

Cross-cultural research has claimed that there are cultural influences on narratives; however, most of the research has empirically confounded "language" and "culture." So, narrative differences can be attributed to linguistic differences or cultural reasons or both. Thus, it is unclear whether culture influences the…

Long-term English learners (LTELs) are students who were identified as English learners (EL) when they entered U.S. schools and continue to be ELs for 5 or more years. Although many factors influence LTEL status, student performance on standardized language and achievement tests particularly shape their trajectory through school. Yet, little is…

According to the American Immigration Council (2021), 14 percent of the United States population is foreign-born. Immigrants have enriched American culture and enhanced our influence in the world. People feel a need to belong and have an inherent desire for deep, lasting, and meaningful connections (Baumeister & Leary, 1995). Research suggests…

The purpose of this study was to gain a better understanding of how students who are refugees describe their social supports, with a focus on their relationships with those who are supportive of their interest in higher education both within and outside of the school system. Few studies have explored the social capital of these students, and how…