The study examined 37 language samples of 37 Spanish-English kindergartners and first graders from a larger sample of the Multitudes Project in California. The focus was on investigating how these young English language learners produced narratives in English, what language elements they included, and whether these elements correlated or related…

Most bilingual children often display greater proficiency and preference for one of their two languages. Researchers refer to this asymmetry as language dominance. However, despite being possible to determine the overall language dominance in bilinguals, there may be substantial flexibility in their language use. In particular, the relative ease…

Measures of 31 Latinx students' attitudes in a Grade 5 Spanish dual language bilingual education (DLBE) program were compared with those of the same students four years prior. Twenty-one mainstream English students comprised a comparison group for the same time period. Some statistically significant changes occurred for students in DLBE related to…

Research on the effects of bilingualism on third language (L3) development set in bilingual communities is scarce, outdated, and has provided mixed results. This study investigated the effects of exposure and age of onset of acquisition (AOA) of L3-English, as well as first and second language (L1/L2) skills and use, in the development of…

This study examined teachers' adherence to the language of instruction in dual language education (DLE) programs among teachers in 19 kindergarten through 3rd grade Spanish-English two-way DLE immersion classrooms (n = 5, 90/10 model; n = 14, 50/50 model). Teachers were observed toward the beginning and end of the school year to determine…

Following a theoretical framework that recognizes the potential of promotive and inhibitive effects on children's development, this study explored child-, family-, classroom-, and school-level factors as predictors of Latinx (N = 4,590) students' early elementary science achievement. Research Findings: Employing a path modeling approach with…

Language separation policies in two-way bilingual education (TWBE) reflect ideologies of double monolingualism (Heller, 1995) and ignore the sociolinguistic realities of bi/multilingual students (García & Lin, 2017). This case study investigates the design and implementation of collaborative multilingual identity text projects (Prasad, 2018)…

Drawing on translanguaging and raciolinguistics frameworks in an ethnographic case study, this article contextualizes how young Black American children engage in rich literacy practices to validate their cultural and linguistic identities in an elementary, two-way immersion bilingual program. Findings demonstrated that despite teachers' perceived…

The present study examined parents' and teachers' perceptions of student learning in Spanish-English Dual Language Education (DLE) programs during the COVID-19 pandemic. The participants included 72 parents of students from kindergarten to second grade and eight teachers in two schools in the southeastern U.S. Parents retrospectively reported…

We examined dynamic assessment's (DA's) added value over traditional assessments for identifying Spanish-speaking English learners' (ELs) risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL's language dominance. At the start of first grade, ELs (N =…

The aim of this article is to explore how the teaching of English as a foreign language is planned in three plurilingual state schools in Catalonia. We carried out classroom observations (first and second grade of primary education) and interviewed the English teachers who teach these lessons and the headmasters of the three schools. The use of…

Students' attitudes in first-grade dual language immersion (DLI) classes were compared with those of similar students in mainstream English classes. Results for the sample of 81 Latinx students indicated that for attitudes toward activities in Spanish, including reading and speaking in public and with relatives, both ELLs and non-ELLs in DLI had…

We examined dynamic assessment's (DA's) added value over traditional assessments for identifying Spanish-speaking English learners' (ELs') risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL's language dominance. At the start of 1st grade, ELs (N =…

This qualitative case study examined the interactions between four Mexican parents from immigrant backgrounds and their children during the process of creating two biliteracy family projects that centered on their experiential knowledge. Informed by a theoretical lens of sociocultural linguistics and community cultural wealth, this study examined…

This research employs a language ideologies framework to examine the language practices and beliefs of bilingual first grade students in an ESL classroom, in which the teacher valued and encouraged Spanish and translingual talk and writing. Using ethnographic methods of data collection and analysis, the findings pointed to the influence of both…