This article investigates the language practices of a bilingual mariachi instructor teaching mariachi music to Latinx English dominant students. This ethnographic study draws on the concept of chronotope (Bakhtin 1981) to explore the spatiotemporal aspects of learning, particularly in terms of the teachers' selective use of language correction…

The Interface Hypothesis proposes that the pragmatic-discursive interface with syntax is more vulnerable to crosslinguistic influence than the syntactic-semantic interface [Tsimpli, Ianthi, and Antonella Sorace. 2006. "Differentiating Interfaces: L2 Performance in Syntax- Semantics and Syntax-Discourse Phenomena." In Proceedings of the…

The study aimed to explore cross-linguistic contributions of morphological awareness to Chinese reading acquisition among Chinese heritage language (CHL) learners who had grown up speaking Chinese at home, received English medium education throughout schooling, and were studying Chinese at the time of the study. The sample thus represents a…

While recent literature advocates a translingual approach to pedagogy, the implications of such an approach for teacher identity development has been little explored. This article presents case studies of two English-dominant California teachers who learned Spanish: a Filipino-American teacher of Spanish, and an Anglo-American teacher of ESL. Both…

Over the past decades, various teaching methods adopted from time to time have placed pronunciation teaching in the forefront or in the backend. This has resulted in second language facilitators to completely disregard or relentlessly correct pronunciation depending on their intuition due to the lack of research on pronunciation teaching or proper…

This study examined how language proficiency and age of acquisition affect a bilingual language user's reliance on the dominant language during lexical access. Two bilingual groups performed a translation recognition task: Mandarin-English classroom bilinguals who acquired their dominant language (Mandarin) from birth and their non-dominant…

American schools today display unprecedented levels of diversity in regard to the linguistic, socioeconomic, and cultural backgrounds of their student population. Increasingly, more American students are also emergent bilingual learners. Despite this fact, most of the standardized assessments used by schools have been designed and normed for…

The U.S. government encourages the study of critical languages spoken in geographic areas of strategic importance to U.S. national security and the global economy through a variety of discretionary grants and scholarship programs. U.S. students are traditionally underrepresented in the study of these languages; however, many of the nation's K-12…

The Summer Language Academy (SLA) is an innovative and intensive summer program for high-school aged newcomers/new Americans, English learners, and emergent bilinguals, as well as for teachers working with them. In the SLA, students and educators collaboratively explore questions of identity, language, and culture through high-interest texts,…

Higher education institutions in South Africa are dominated by English, a result of the colonial history of the country and its education system, a legacy which is intensified by the current dominance of English in higher education worldwide. This paper applies a decolonial theoretical lens to argue that the dominance of English in South African…

This review synthesizes research on English reading outcomes of all types of programs for Spanish-dominant ELLs in elementary school. It is divided into two major sections: the effect of language of instruction on achievement (i.e., bilingual vs. English-only instruction) and effective reading approaches for ELLs other than the use of native…