With the large influx of Russian-speaking migrant workers and their children to South Korea, there is a growing need to explore the language and literacy practices of emerging multilingual learners. Specifically, as the Korean language is predominantly used in South Korean contexts, including school, Russian-speaking children face enormous…

This paper explores the use of testimonio methodology, born from Chicana/Latina feminist thought and epistemologies as a way of exploring the languaging and knowledge production practices of minoritized communities as a platform to share their/our wisdom/voices in applied linguistics. As such, testimonio is a methodology that allows racialized…

In our civic engagement afterschool program in the southeast of the United States, our youth and adult participants used a wide range of modalities including mapping, rapping, drawing, and performance to construct and convey their unique visions of school and community spaces. The purpose of this methodological paper is to explore systemic…

A growing number of task-based learning (TBL) research has employed a process-oriented research framework to analyze second language data in L2 classrooms using a task-in-process vs. task-as-workplan dichotomy (e.g., Seedhouse, 2004). Adopting the task-in-process framework, the current study analyzes how students in Korean EFL classrooms interact…

Where adults go, children follow. The reality of a globalized, interconnected world, characterised by the mobility of people, goods and knowledge, across physical and virtual spaces and time, has had a significant impact on children's early experiences of language, literacy and identity. Children are not peripheral to, but constitute an integral…

This study examines math and English standardized test score progress of students who participated in the 21st century program across 2 years of involvement with a focus on the learning trajectories of limited English proficiency (LEP) students. We find that math and English scores are highly associated with the school and program type--even…

In the past quarter century, the nation's K-12 public schools have experienced a large influx of students who speak languages other than English. Research has shown that many factors affect how English learner (EL) students acquire English language skills, including their preparation before entering U.S. schools, their out-of-school environments,…

Adolescent English-language learners (ELLs) encounter increasingly difficult academic language as they progress through school. This article describes the design of an after-school intervention, Language Workshop, created to help middle school ELLs build their knowledge of academic vocabulary words. Evidence-based principles of vocabulary…

Many English language learners (ELL) struggle to function in English-only classes and to compete with their native English-speaking peers, and tend not to fare well on high-stakes testing. One such example is the Vietnamese American students at City Middle School whose reading levels ranged from an alarming 1.5 to 4 (mid-year first grade to fourth…