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Aghasafari, Sahar; Bivins, Kelli; Muhammad, E. Anthony; Nordgren, Brendan – Art Education, 2022
Art integration has been used to explore "the relevance and approaches to arts education connected to [the larger] curriculum and instruction with learners of all ages, including teacher learners" (Cahnmann-Taylor & Sanders-Bustle, 2019, p. 2). Art integration utilizes commonalities among the many components of other disciplines.…
Descriptors: High School Students, Bilingual Students, Multilingualism, Art Activities
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Vataja, Pia; Lerkkanen, Marja-Kristiina; Aro, Mikko; Westerholm, Jari; Risberg, Ann-Katrine; Salmi, Paula – Scandinavian Journal of Educational Research, 2022
The aim of the study was to examine which predictor variables are related to literacy skills among monolingual Swedish (n = 269) and bilingual Finnish-Swedish (n = 229) children at the first grade in the Swedish-speaking schools in Finland. The participants were assessed in phonological awareness, letter knowledge, rapid automatized naming (RAN),…
Descriptors: Literacy, Monolingualism, Bilingual Students, Finno Ugric Languages
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Park, Eun Kyong; Vass, Gregory; Davison, Chris – Australian Review of Applied Linguistics, 2022
The influential role of parents has long been acknowledged as a key contributor to children's bilingual development. Parents' home-based informal efforts to foster children's bilingual abilities are described as family language policies (FLPs). The important connection between bilingualism and FLP has been established, but to date there are few…
Descriptors: Foreign Countries, Mothers, Immigrants, Bilingualism
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Radke, Sarah C.; Vogel, Sara E.; Ma, Jasmine Y.; Hoadley, Christopher; Ascenzi-Moreno, Laura – Teachers College Record, 2022
Background/Context: Bi/multilingual students' STEM learning is better supported when educators leverage their language and cultural practices as resources, but STEM subject divisions have been historically constructed based on oppressive, dominant values and exclude the ways of knowing of nondominant groups. Truly promoting equity requires…
Descriptors: Middle School Students, Bilingual Students, STEM Education, Code Switching (Language)
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LópezLeiva, Carlos A.; Noriega, Gabino; Celedón-Pattichis, Sylvia; Pattichis, Marios S. – Teachers College Record, 2022
Background/Context: Computer programming is rarely accessible to K-12 students, especially for those from culturally and linguistically diverse backgrounds. Middle school age is a transitioning time when adolescents are more likely to make long-term decisions regarding their academic choices and interests. Having access to productive and positive…
Descriptors: Hispanic American Students, Student Experience, Mathematics Education, Programming
Betty Alicia Cárdenas – ProQuest LLC, 2022
This study employs an exploratory descriptive quantitative statistics design. District-level results in the State of Texas Assessments of Academic Readiness (STAAR) are explored to describe the achievement gaps that exist in districts implementing Transitional Bilingual Education (TBE) programs and districts implementing Dual Language (DL)…
Descriptors: Bilingual Students, Academic Achievement, Achievement Gap, Transitional Programs
Marjoris V. Regus – ProQuest LLC, 2022
Latinidad and Blackness are typically conceptualized as individual cultural and ethnoracial identities throughout the United States. Latinidad embraces diverse experiences based on ethnicity, race, geography, dialect, citizenship, food, and more. Despite the rapid population increase of Latinas/os/xs in the United States, especially in higher…
Descriptors: African American Students, Latin Americans, Undergraduate Students, Multiracial Persons
Elizabeth L. Leone – New England College Journal of Applied Educational Research, 2025
Multilingual learners (MLL) are a large and growing group of disadvantaged students in the United States public education system who come from refugee and immigrant backgrounds and require linguistic instruction, in addition to content instruction. MLLs are entitled to language instruction, and school districts receive additional funding for these…
Descriptors: Multilingualism, Bilingual Education, Bilingual Students, Instructional Materials
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Silverman, Rebecca D.; Proctor, C. Patrick; Harring, Jeffrey R.; Taylor, Karen S.; Johnson, Erika M.; Jones, Renata Love; Lee, Yewon – Elementary School Journal, 2021
Writing is a critical dimension of literacy that is grounded in language and intimately connected to reading. However, instruction to support writing remains understudied, particularly among bilingual students. The purpose of this study was to examine the effects of the CLAVES intervention specifically on argument writing. The CLAVES intervention…
Descriptors: Literacy Education, Intervention, Elementary School Students, Bilingual Students
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Kidwell, Tabitha; Peercy, Megan Madigan; Tigert, Johanna; Fredricks, Daisy – TESOL Journal, 2021
This study examined how novice teachers of English for speakers of other languages (ESOL) apply their pedagogical language knowledge (PLK). The authors frame PLK as an essential contributor to teachers' ability to support multilingual students' language and literacy development, which in turn contributes to the enactment of humanizing pedagogies,…
Descriptors: Beginning Teachers, Language Teachers, Second Language Instruction, English (Second Language)
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Szabo, Csaba Z.; Stickler, Ursula; Adinolfi, Lina – International Journal of Bilingual Education and Bilingualism, 2021
Previous studies on the academic achievement (AA) of students who pursue education in English-medium instruction settings indicate that standardised international language tests demonstrate low predictive power for study success. Consequently, there seems to be clear value in exploring alternative means of determining influential correlators…
Descriptors: Grade Prediction, Academic Achievement, English (Second Language), Second Language Learning
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Ossa Parra, Marcela; Proctor, C. Patrick – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2021
Translanguaging pedagogy is gaining widespread recognition as an approach that recognizes and builds on multilingual students' linguistic resources. Research on translanguaging pedagogy has predominantly focused on classroom language practices, while studies on the design and enactment of translanguaged instruction are limited. This pilot study…
Descriptors: Code Switching (Language), Bilingual Students, Morphology (Languages), Syntax
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Avalos, Mary A.; Bengochea, Alain; Malova, Irina; Massey, Susan – Reading Teacher, 2021
This article provides a "snapshot" of fourth grade English Language Arts (ELA) vocabulary instruction before and after implementation of college and career readiness standards. Our exploratory study's findings demonstrate the instructional shifts for teaching deep vocabulary knowledge as required by college and career readiness…
Descriptors: Vocabulary Development, Language Arts, Bilingual Students, Elementary School Students
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Bose, Frances Nebus; Lynch, Megan E.; Zembal-Saul, Carla – Science and Children, 2021
Multilingual children learning English often receive inequitable curriculum, instruction, and assessment opportunities in preK-5 schools where English is the dominant language of instruction. There is an even more prevalent gap when also considering access to high quality STEM learning opportunities. Why is STEM enrichment for multilingual…
Descriptors: STEM Education, After School Programs, Enrichment Activities, Bilingual Students
Sengal, Amena; McCormick, Meghan; Castleman-Smith, Jálynn – MDRC, 2021
As the availability of high-quality, center-based prekindergarten (pre-K) has increased, so too has the attention given to children's learning experiences in the summer between pre-K and kindergarten. Investment in summer learning programs may help sustain the effects of pre-K and also boost the outcomes of children who don't enroll in a formal…
Descriptors: Summer Programs, Preschool Education, Preschool Children, Equal Education
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