This autoethnography explored how two third-grade dual language teacher partners (English/Spanish) managed challenges such as lack of leadership support, testing pressures, and English hegemony, to help their students grow personally and academically. Autoethnography was chosen as a method because it enables researchers to write evocatively…

This paper draws from a broader research project and reports on literacy program supports and instructional strategies in two-way immersion (TWI) classrooms (Grades 3-5) where the partner language is Spanish. The study examined TWI classrooms in which students from multiple demographics were performing at or above the state average on reading…

Teacher-researcher collaborative inquiry helps illuminate contextual demands and affordances of teaching and learning and how they shape and inform theory and practice. Elaborating on a university-school study in a Mandarin-English dual language bilingual education (DLBE) programme in the U.S., we examine how the researcher worked alongside a…

Although calls for responding to migration-related diversity in education are not novel, few studies have examined linguistic and affective outcomes of diversity-sensitive approaches for vocabulary teaching. This article reports on an intervention study in which beginner English-foreign-language learners (N = 51, M[subscript age] = 8.67 years)…

This research uses a descriptive quantitative statistical design to examine campus-level results from the State of Texas Assessments of Academic Readiness (STAAR). The focus is on describing the achievement disparities between campuses that implemented Transitional Bilingual Education (TBE) programs and those implementing Dual Language (DL)…

The purpose of this study was to measure the effect of instruction delivered in both English and Spanish using the "Preview-View-Review" (PVR) strategy on the language development of English Learners (ELs) newcomer students in Title I elementary school (matriculated in a large, urban southern school district). For this study, the…

The current climate of K-12 education in the United States has seen a narrowing of literacy instructional practices, exponential amounts of book bans, and contrived hysteria about liberal indoctrination and Critical Race Theory (CRT). Yet, as the world becomes increasingly connected across difference, and as research increasingly demonstrates that…

Utilizing Utah state data, the aim of this study is to examine the association between language program types programs (dual language programs [DLI], sheltered instruction [SEI], and English as a second language [ESL]) since first grade and third-grade basic literacy skills of Spanish-speaking English learners (ELs) in the United States. We employ…

The article explores the intersection of equity goals and language ideologies within a dual language bilingual education (DLBE) language policy context. We present two DLBE teachers, Karina and Marisol, and explore their language ideologies and professional conviction towards equitable learning opportunities for their students. We investigate how…

There have been numerous studies about the instructional delivery models utilized for meeting the needs of ELLs, and particularly for ELLs with LD, but no specific studies were discovered that identify the instructional delivery models available for ELLs with LD from Latin America. Therefore, the problem that was addressed in this study was to…

Inclusion is a fundamental aspect of social studies education in general and democratic education in particular. Inclusion is especially important when we consider the possibilities for transnational civic culture and education. The theoretical framework of this study is based upon concepts of positionality, identity, and belonging as they are…

This dissertation in teacher leadership represents original, independent research that investigated bilingual language instruction of an indigenous Alaskan group of students. Ethnographic research using qualitative and quantitative data was applied to develop an understanding of correlations between the value of English and Yup'ik language and…

This dissertation covers the purpose, findings, and implication of a 10-week ethnographic research study in a dual language immersion (DLI) third-grade classroom in the northeastern U.S. The purpose was to promote a better understanding of the processes and products of identity development in a DLI setting. Sense of belonging and language…

Many teacher education programs provide teachers with opportunities to read, write, and discuss critical pedagogy, with the hope that such work will allow them to develop more equitable and just teaching practices. Yet, there often remains a gap between the theoretical discussions of teaching and learning in teacher education classrooms and the…

We examine how a third-grade bilingual teacher engaged in "translanguaging shifts"--the moment-to-moment changes in language practices--during instruction in response to students' language performances. We demonstrate how a teacher's high level of multilingual awareness connected to fostering classroom spaces with linguistic flexibility…