This paper examines the ways in which multilingual educators view the development of their own professional identity as teachers of reading and literacy. Teachers who themselves possess biliteracy knowledge and skills are well-positioned to leverage their own understandings of language and literacy to engage their students' development in making…

Classroom instruction in China and in the United States have sharp differences. Typically, constructivist learning theory shapes American classroom instruction whereas Confucian educational culture shapes Chinese classroom instruction. Furthermore, typically, Chinese classrooms adopt a direct instructional approach whereas American classrooms…

The majority of Emergent Bilinguals (EBs) in the United States come from Hispanic backgrounds. Although a relatively smaller number of EBs attend rural schools, there remains a dearth of research on what rural secondary teachers know and do with EBs to support their learning. In order to accept educational responsibility for all EBs, we must…

Many K-12 teachers struggle to meet the needs of diverse learners as school reforms promote new disciplinary literacy requirements. In response, language education scholars have argued that teachers must develop "disciplinary linguistic knowledge" (DLK), or an understanding of language in their content area and an ability to design…

This paper examines the growth and development of the Arapaho immersion program and discusses language revitalization strategies and methods used on the Wind River Reservation (Wyoming). Following a community request for an Arapaho language and culture program in reservation public schools, a test class of kindergarten students received an hour of…