In this article, we leverage in-depth interview to probe a Third Grade teacher's memories of the 2016-2017 School Year in a Spanish/English Dual Language Immersion (DL/I) school serving one of North Carolina's new Latinx communities. As our analysis will demonstrate, Mariana Castillo's interaction with the events of SY 16-17 combined with her…

Few, if any, reliable and valid screening tools exist to identify language delay in young Spanish-English speaking dual-language learners (DLLs). The early communication indicator (ECI) is a brief, naturalistic measure of expressive communication development designed to inform intervention decision-making and progress monitoring for infants and…

In this paper, we address a lack of assessments of partner language development in dual language immersion (DLI) programs. We propose several important considerations that are necessary for the creation of research-based assessments of partner language development in DLI programs, focusing on Spanish as an example. We first discuss what these…

Extant research has emphasized the importance of information to help families of English learner-identified children to navigate school choice structures, and raised critical questions about the information that is made available through school marketing. At a time of increasing tension around school choice and the rapid expansion of certain forms…

As a reaction to new citywide regulations requiring Child Development Associate (CDA) credentials and associate's degrees in early childhood education for those working in childcare facilities and home daycares in Washington, DC, Briya Public Charter School (Briya) created pathways to further the education for their largest population, Spanish…

Effective vocabulary interventions for children with hearing loss, including children who are bilingual, are needed because of persistent vocabulary deficits in this population. Current instructional practices for children with hearing loss who are bilingual vary in the degree to which they incorporate the language the child uses at home.…

This study represents an extension of the findings of Kieffer and Thompson (2018) and evaluates potential correlates of state- and district-level achievement gaps in reading and mathematics between monolingual and multilingual students. Using data from the National Assessment of Educational Progress, this study reported that there were substantial…

At J. Sterling Morton High School District 201 in Cicero, Illinois, nearly 65 percent of the students are English learners. In 2014, the school started looking into how to create a culture where multilingual students were considered an asset. They created a dual-language program with an emphasis on pride and changing the status of bilingualism in…

This study evaluated the emergent literacy profiles of preschool Spanish-speaking children. Participants included 440 children in dual-language classrooms who were assessed in English and Spanish at the beginning and end of their preschool year. Research Findings: Through latent profile analysis, conducted with fall data, four empirically derived…

Given the changing demographics of young children served by U.S. schools, educational equity practices must include ways of sustaining cultural heritage practices of children from ethno-linguistic, minoritized, and under-resourced communities. In the present study, we partnered with a bilingual Head Start serving mostly children of immigrant…

Using testimonios as counterstories, we--a Latina/Indigenous immigrant and white U.S. male--examine our professional trajectories while noting changes that shaped our identities as educators and researchers within a bilingual teacher preparation program. The dual purpose of this paper is: (1) to highlight our struggles as bilingual teacher…

Purpose: The general aim of this study is to enhance our understanding of the patterns of language growth in Spanish and English during the school years. In this study, we used a longitudinal retrospective approach to explore the growth of the percentage of grammatical utterances (PGU) in both Spanish and English in 2 groups of English learners…

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…

This study explores access to Spanish dual-language education (DLE) programs via the perceptions of various stakeholders, including district personnel, school administrators, and parents at two public DLE elementary schools in a large mid-Atlantic metropolitan district in the United States. Through a lens of equity, this comparative case study…

This qualitative research study investigates dialogic discourse (i.e., give-and-take communication where students actively construct meaning) aimed at supporting mathematical meaning making in linguistically diverse elementary classrooms. For this study, linguistically diverse classrooms refer to classrooms where Spanish is the home language of…