The percentage of multilingual learners in U.S. public schools is steadily increasing, and by 2025, an estimated 1 in 4 children nationally will be multilingual learners (National Education Association, 2020). Simultaneously, there has been a significant shift toward linguistic diversity in two and four-year colleges. Yet, there is little research…

The interconnectedness of the world today through advanced technology and travel allows students exposure to a diverse cultural landscape. Combined with a fast-changing computer technology-driven education, and culturally and linguistically diverse classrooms, there cannot be just one way to teach and learn. This study explored the perspective of…

A translanguaging lens in educational research focuses on social, cultural, and power dynamics of language and multilingualism in practice. It also represents a potentially transformative pedagogical practice that centers the languaging practice, power, and agency of multilingual learners to transgress classroom language borders. However,…

This book is a comprehensive introduction to the topic of assessing students who use two or more languages in their daily life. The book provides foundational information for assessing multilingual learners (MLs) in schools, with an emphasis on school language and content. Major assessment ideas are viewed through a framework called PUMI (Purpose,…

Teacher preparation programs throughout the United States have begun to include issues of second language teaching and learning in their curriculum in an effort to better prepare their teacher candidates to meet the needs of the increasingly linguistically and culturally diverse student population in K-12 schools. In this article, we argue for the…

Drawing on the translanguaging practices of Mongolian background English as a Second Language (ESL) immigrant women in Australia, this paper points out two main theoretical points: (1) when translanguaging moves beyond the classroom, it may provide ESL immigrants with an emotionally and linguistically safe space where they feel comfortable in…

Translanguaging has recently been promoted as a socially just and academically beneficial way to teach English language learners, however, there is an absence of research on the compelling ways bilingual families in the United States flexibly apply their entire linguistic repertoire when reading, particularly within shared readings. The present…

Current theories of bilingualism argue that the language practices of bilinguals are drawn from a single linguistic repertoire, and that enabling access to the full breadth of students' language practices can be a vital resource for further language development. This challenges commonplace practices within English as an Additional Language (EAL)…

Although rural U.S. school districts are experiencing increases in emergent multilingual learners (EMLLs), many lack the resources for employing TESOL-specialized staff or training mainstream teachers in how to meet these students' needs (Freeman Field, n.d.). Indeed, professional development (PD) in TESOL is a continued, persistent necessity for…

With an increase in multilingual learners in U.S. public schools, there is an imperative to understand the language practices, ideologies, and pedagogies within culturally and linguistically sustaining heritage language programs inside schools. Building on principles of translanguaging as a theory of practical language (Garcia, 2009; Li, 2018),…

Recent research on disciplinary literacy has called for a paradigm shift among secondary content teachers from perceiving themselves as disciplinary content transmitters to disciplinary literacy teachers who model and engage students in reading, writing, inquiring, and doing like experts within each discipline. How do content teachers incorporate…

U.S. public schools are required to establish policies ensuring that English language learners have equal access to "meaningful education." This demands that districts put into place mechanisms to determine student eligibility for specialized English language services. For the most states, this federal requirement is fulfilled through…

Although the number of emergent bilinguals (EBs), also known as English language learners (ELLs) in U.S. K-12 schools is growing at an increasing rate, K-12 mainstream teachers remain predominantly white and monolingual and receive little training for working with such learners. In addition, many states mandate "English-only" policies…

The U.S. government encourages the study of critical languages spoken in geographic areas of strategic importance to U.S. national security and the global economy through a variety of discretionary grants and scholarship programs. U.S. students are traditionally underrepresented in the study of these languages; however, many of the nation's K-12…

Contemporary globalized society is characterized by mobility and change, two phenomena that have a direct impact on the broad linguistic landscape. Language proficiency is no longer seen as a monolithic phenomenon that occurs independently of the linguistic repertoires and trajectories of learners and teachers, but rather shaped by uneven and…