Pedagogical strategies intended for monolingual classes may not adequately address the educational needs and aspirations of culturally and linguistically diverse learners, as multilingual and bilingual learners differ from monolinguals. This article sought to understand multilingual teachers' pedagogical approaches to helping non-speakers of the…

Measures of 31 Latinx students' attitudes in a Grade 5 Spanish dual language bilingual education (DLBE) program were compared with those of the same students four years prior. Twenty-one mainstream English students comprised a comparison group for the same time period. Some statistically significant changes occurred for students in DLBE related to…

This article reports on an exploratory study on developing and adopting a 'Virtual Go Mode' feature embedded in a mobile vocabulary learning app, VocabGo, to enhance students' vocabulary learning engagement. Distinguished from other virtual reality (VR) or augmented reality (AR) applications, the Virtual Go Mode is designed for students to…

Reading self-beliefs, comprising self-concept and self-efficacy, play a pivotal role in shaping students' learning engagement and learning outcomes. However, existing literature on the self-beliefs of school-entry students primarily originates from Western contexts, and the exploration of differences in self-beliefs, engagement in learning, and…

This study evaluates the extent to which syntactic awareness contributes to reading comprehension in English-French bilinguals, considering both the potential for a direct relation, as well as an indirect one, through word reading. Participants were 146 first-grade students enrolled in early French immersion programs in Canada. While the children…

The education community has gradually recognized the value of augmented reality (AR) technology and its positive impacts on student learning performance. Still, few studies have proposed specific solutions and results to confirm this phenomenon for first graders in English vocabulary learning. Hence, this research explores the effects of AR apps…

The purpose of the current study was to explore longitudinally the bidirectional cross-language effects between morphological awareness and vocabulary development across English and French over one year. Participants included 81 Grade 1 students and 75 Grade 2 students. All were non-native speakers of French, and demonstrated average English word…

At Education Development Center, the authors developed professional learning for teachers that reflects the vision of the "Next Generation Science Standards" ("NGSS") and makes explicit connections between science and language. In the authors' recent project, Literacy and Academic Success for English Learners through Science…

This article reports a qualitative study of the reasons mothers chose to enroll their children in a Spanish/English two-way immersion (TWI) Program in Central Texas. Some of the mothers' reasons varied, and others overlap. All mothers expressed the belief that the program would provide their children with more opportunities, cognitive benefits,…

This article provides a deeper understanding of how young bilinguals constructed meaning with expository texts in an inquiry-based setting over an academic year. An examination of classroom transcripts and analysis revealed how "Viewing" became the most frequently used literacy practice and a cultural tool in the construction of meaning…

This qualitative case study examines how five Chinese first graders responded to bilingual English/Chinese picture books and how bilingual books used during an eight-week study session impacted their bilingual and biliteracy development. Reader response and socio-cultural theories were the theoretical perspectives that underpin this study. Four…

The purpose of the study was to examine if there was a significant difference between first-grade English Learners (EL) who constitute a majority (greater than 50%) of the English language mainstream classroom (homogeneous grouping) and first-grade EL who constitute a minority (less than 50%) of the English language mainstream classrooms…

This study investigates the effect of phonological awareness instruction on the development of word-reading ability for EFL first-graders in a Jordanian state school. Based on Chard and Dickson's (1999) phonological awareness hierarchy, a phonological awareness training program was developed by the researchers, and used in training the…