This paper explores language practice in early childhood education for children new to the majority language, discussing how language practice can be transformed through actions such as reflexive dialogues with educators. In a Swedish action-research project, educators and researchers collaborated in reflexive dialogues to develop language…

Given concerns about the reading achievement of Dual Language Learners (DLLs) in comparison to English Monolinguals (EMs), this study examined individual difference variables contributing to English reading comprehension growth in Spanish-speaking DLLs and their EM counterparts in Grades 1-4. The participants, who included 578 DLLs and 412 EMs,…

The present study aimed at investigating whether L2 learning affects phonological short-term and working memory and first language (L1) development. The performance of a group of 31 4- to-5-year-old sequential bilinguals attending an International School on tasks assessing phonological short-term and working memory and linguistic performance in L1…

The statutory inclusion of modern foreign languages (MFL) into the Key Stage 2 curriculum in England in 2014 aimed to raise the language skills of younger learners in preparation for their secondary education. This change to the curriculum has occurred at a time in which the linguistic diversity within primary schools across the country has been…

About one-third of children under age 8 in the United States have at least one parent who speaks a language other than English at home. And as of 2016, 9.6 percent of all U.S. public school students were identified as English language learners. It is obvious that the American student population is becoming increasingly multilingual. This trend is…

The present study aims at exploring: (a) the role of the educational setting in the acquisition of aspect and executive functions (i.e. updating) skills, (b) the acquisition of the aspectual features in Greek-German bilingual children and (c) the impact of updating on the acquisition of aspect. Imperfective aspect has been found to be acquired…

Children who are dual language learners (DLLs) often have more difficulty acquiring English early literacy skills than their English monolingual peers. Much remains to be learned about efficacious early literacy instructional interventions and their effects on English early literacy skills of DLLs. The purposes of this systematic review were to…

In recent years, one of the most significant trends in higher education in non-anglophone countries has been the growth in English Medium Instruction (EMI). However, provision is rapidly outpacing empirical research. This study examined how macro-level education policy with regard to EMI is both implemented and conceptualised at the institutional…

The adoption of Content and Language Integrated Learning (CLIL) in Spain has affected educational spending and introduced modifications in learning and assessment procedures for students. While positive effects are noticeable in terms of language learning, evidence concerning the impact on non-linguistic subject areas has been less forthcoming.…

Language mixing in a given class is often avoided in bilingual education because of the generally held belief that "one subject" should be taught in only "one language" and "one person" should stick to "one language" in order to minimize confusion. Here, we compared the effects of mixing two languages and…

This paper focuses on teacher agency in creating a 'translanguaging space' in Nepal's multilingual public schools. Drawing on the ethnographic data from two public schools, we discuss how teachers can resist a monolingual ideology of an English as a medium of instruction policy to ensure students' participation in classroom activities. The…

With specific reference to the teaching of Irish and English in Ireland, I am concerned in this paper with the experiences of language dispossession and language pedagogy. Drawing on Jacques Derrida's key concepts of "hospitality" and "monolingualism," I argue that in Ireland the first of these experiences cannot be separated…

We investigated how bilinguals choose words in a narrative task, contrasting the possibilities of a developmental delay vs. compensatory strategies. To characterize a developmental delay, we compared younger (three to five years) and older (seven to ten years) children's lexicalization of target words (Study 1). The younger children told shorter…

Background: In Germany, there is a substantial gap in reading literacy between monolingual children and their L2-speaking peers. Nevertheless, it is still unclear where these performance differences are rooted. Methods: We investigated children of grades 5, 6 and 7 with comparable socio-economic status, who completed a battery of tests assessing…

Pierce "et al." (2017) have proposed that variations in the timing, quality and quantity of language input during the earliest stages of development are related to variations in the development of phonological working memory and, in turn, to later language learning outcomes. To examine this hypothesis, three groups of children who are…