Research has investigated how lexical-semantic and participant factors impact word learning in young children and adults. However, limited information pertaining to expressive vocabulary development exists for school-aged bilinguals--particularly those with developmental language disorder (DLD). Cross-linguistic differences in the semantic…

Content and Language Integrated Learning (CLIL) has become the focus of Foreign Language (FL) research within the last decades. CLIL provides a more complete, naturalistic, and meaningful context to FL learning, which has proven to bring many benefits to learners, such as a higher motivation and promotion of creativity, and better results in…

This study examines whether foreign language acquisition occurs through sharing information when students participate in an online writing task using English as the lingua franca. It also explores whether the students with higher levels of linguistic knowledge relating to the foreign language share this information with their peers throughout the…

The study investigates the effects of bilingualism and biliteracy on thought organisation, and syntactic complexity in the written production in a group of fifty 11-year-old children (M = 10.7) enrolled in 5th and 6th grades in a bilingual school in the south of Brazil. The children's home and community language is Portuguese, and they have been…

Purpose: The purpose of the current study was to examine the role that the 1st language, Spanish, at prekindergarten (pre-K) plays in predicting 2nd language (L2), English, word reading in 1st grade. In addition, it examines the role of conceptual vocabulary in predicting word reading in English. Method: As part of a longitudinal study of…

The population of English Language Learners (ELLs) in the United States, in the K-12 context, is diverse and comprised of lesser-known subordinate groups including Long-term English Language Learners (LTELLs). The LTELL designation refers to students who, after attending schools for six or more years, still require English as a New Language (ENL)…

Recent decades have seen an increase in research informing our understanding of the complex ways in which bilingual development is shaped by biological, cognitive, and behavioral factors. We investigate the predictors that shape, drive, and constrain the development of the first language (L1) of bilinguals, focusing on 92 Turkish-English bilingual…

This study draws on the activity theory to explore how bilingual first-year secondary school students appropriate resources strategically in response to linguistic challenges in learning science through English in Hong Kong. The study explored 12 bilingual students' self-regulated strategy use by conducting in-depth interviews, stimulated recalls,…

Purpose: This paper aims to deal with the processes and experiences of teaching English as an additional language (AL). More specifically, it deals with the research question of which teaching methods are used when teaching English as AL and why. Design/methodology/approach: It concerns a case study approach conducted in an English primary school…

As the population of children from birth to age 5 growing up with one or more languages other than English in the home continues to grow, and as many of these children participate in early care and education (ECE) programs, teachers and support staff will need to be prepared to work with dual language learners (DLLs) and their families. Most, if…

Child peer interaction in English as a foreign language (EFL) settings has recently received increasing attention with respect to age, instruction type and first language (L1) use, but longitudinal studies remain scarce and the effects of proficiency pairing and language choice on meaning negotiation strategies are still rather unexplored. Within…

It is expected that all students in the United States learn to read English well. This task is more complex for emergent bilinguals (EBs), the majority of whom speak Spanish, who are simultaneously developing their English language proficiency. Although several syntheses have documented the positive effects of shared book reading (SBR) in school…

The knowledge relating to the effect of learning a second language (L2) on the mother tongue (L1) is relatively limited. Most studies focused on linguistic and reading skills, but we did not find studies relating to handwriting performance. Our study focused on the transfer effect of handwriting performance from Hebrew L2 to Arabic L1. The sample…

This paper explores how Culturally Sustaining Systemic Functional Linguistics (CSSFL), a theoretical and pedagogical approach, facilitates emergent bilingual (EB) students' engagement in explicit, equitable literacy practices within the unique context of a middle school intensive reading classroom. This design-based research (DBR) study documents…

This study aimed at the analysis of syntactic errors in translation done by both bilingual and monolingual EFL learners. Research on the subject of the study implied that there might be differences between monolinguals and bilingual learners of foreign languages. The gaps of studies on differences between monolinguals and bilingual's translations…