The concept of "translanguaging"--using a child's full linguistic repertoire, or all of their linguistic resources, to make meaning--is key to bilingual students' success in school and beyond. Created by some of the most prominent leaders in the field of educating bilingual students, this second edition provides the foundational…

The notion of language proficiency in English Language Teaching (ELT), as an internationalized educational enterprise, has tended to be operationalized in terms of stable lexicogrammar and enduring normative patterns of social use. It will be argued that this 'established' stability has been challenged by the scholarship in several fields of…

In this Teaching Tips article, we discuss our efforts to create and utilize translanguaging interactive read-aloud videos as part of a community-wide reading program focused on the reading and discussing of a shared book. Offering translanguaging spaces for bilingual readers in area elementary classrooms and the community, these videos were…

Amidst the current climate surrounding bilingual education in the U.S., this study looked critically at the ways language education policies informed bilingual education as language was constructed and performed in a dual language bilingual, Spanish-English, third-grade classroom. This four-year ethnographic study explored the hegemonic realities…

This study explored pre-service teachers' knowledge and awareness of dialectical code switching in classroom settings. A Likert-type scale survey and semi-structured interviews were conducted as part of an embedded, mixed-methods research design. Twenty-two undergraduate students responded to the online survey and 28 volunteered to be interviewed…

This exploratory multiple case study investigated how preschool-age, Spanish-English emergent bilingual (EB) children with diverse language profiles leverage their discursive resources to engage with peers and teachers in sociodramatic play (SDP) interactions. Data were collected over the course of one academic year, including weekly video…

The growing demand for Indigenous language education in the United States often relies on community teachers with widely varying proficiencies as part of local language reclamation efforts. While these English-dominant 'teacher-learners' play a central role in the success of classroom-based K-12 language programs, their classroom experiences and…

Although host countries generally integrate refugees into public education, wide-spread and comprehensive understanding of teaching and learning with children and youth who have experienced forced displacement and migration remains an unmet goal within most education systems. This article explores the educational needs of these children and youth,…

This aim of this article is to contribute to the development of a socio-cultural model of emergent biliteracy that recognizes the dynamic interactions amongst two languages. The present field study took place in a French-German public Kindergarten class in Alsace, France, where students are in the initial process of learning to read in both…

This study examines how language-minority and language-majority students and their teachers created a community of practice which allowed for meaningful participation of diverse learners in literacy practices, within a high school context in which language-minority students were historically marginalised. Drawing from ethnographic data, interviews…

This article examines multilingual interactions in an upper secondary Language Introduction Programme (LIP) classroom in Sweden. The LIPs, highly affected by both glocal linguistic and cultural diversity and the monolingual-monocultural habitus of the surrounding society, offer recently arrived immigrant youth (ages 16-19) education where emphasis…

In France, dominant monolingual discourses and teachers' lack of knowledge about bilingualism and second language acquisition often result in 'French only' policies in classrooms including in pre-school classrooms where some emergent bilingual children speak a language other than the language of schooling and very little or no French. These…

Dual language (DL) programs experience many tensions stemming from English hegemony in its curriculum, instruction, and assessment. These tensions often work in concert to usurp the three goals of DL programs to develop bilingualism, biliteracy, and bicultural competence while achieving grade level standards for its students. Subsequently, there…

The purpose of "Transforming Schooling for Second Language Learners: Theoretical Insights, Policies, Pedagogies, and Practices" is to bring together educational researchers and practitioners who have implemented, documented, or examined policies, pedagogies, and practices in and out of classrooms and in real and virtual contexts that are…

From the field of developmental psycholinguistics and from conceptual development theory there is evidence that excessive linguistic "code-switching" in early school education may pose some hazards for the learning of young multilingual children. In this article the author addresses the issue, invoking post-Piagetian and neo-Vygotskian…