This ethnographic study utilized border theory to examine how a bilingual Latinx teacher created equitable instruction for Mexican immigrant second-graders in a 50-50 dual-language (DL) classroom in the U.S. Midwest. Approximately half the students in the DL classroom came from Spanish-speaking, working-class homes, and half from English-speaking,…

For a sample of low-income, Spanish-speaking Mexican-American families (n = 72), we investigated associations between family involvement in school-based activities and children's literacy in their preferred language (English or Spanish) during early elementary school. We gave special attention to the potential moderating role of teacher fluency in…

This article presents an ethnographic study of how bilingual teachers and children use their home language, TexMex, to mediate academic content and standard languages. From the premise that TESOL educators can benefit from a fuller understanding of students' linguistic repertoires, the study describes language practices in a second-grade classroom…

Early education programs in the United States are experiencing an increase in the number of English learners and, consequently, an increase in dual-language programs that best serve the needs of these children. Dual-language programs enable children to communicate orally and in written forms in both their native languages and in English. This…

This article examines the implications of educational policies on teachers' beliefs and practices for English learners (ELs) in the context of the California educational reform agenda. By utilizing cultural-historical activity theory, this study paints a personal and pedagogical portrait of how 2 educated and experienced bilingual teachers…