Through an ethnographic study that took place in highly diverse primary school classrooms in London and the East of England, UK, this book engages with teachers' perspectives and children's descriptions of their plurilingual experiences, as it explores what constitutes, hinders and potentially facilitates teachers' agency in multilingual…

The COVID-19 pandemic has revealed the reality of life in all aspects of human endeavors. The education sector was not spared--the school system was uprooted and procedures had to be made quickly for the safety of students and faculty. As a result, educators struggled with keeping students engaged academically during online learning and the stress…

This paper discussed Cross-Linguistic Transfer (CLT) and Language Proficiency in multilingual education in general and highlighted samples of CLT in Burundi as the existing literature reveals. As there exist CLT on all linguistic levels, this discussion has provided examples of phonological (including phonetics), lexical and semantic, and…

School districts that have adopted the 3Ls™ approach to provide rigorous instruction for English learners (ELs) have, invariably, had to make a case for what this approach offers, how it reflects best practices in English language development (ELD) instruction, and how it meets the needs of English learners. They have also had to make explicit…

This edited volume brings together 10 cutting-edge empirical studies on the realities of English language learning, teaching and testing in a wide range of global contexts where English is an additional language. It covers three themes: learners' development of interactional competence, the organization of teaching and testing practices, and…

For many decades, English language educators across the world have been locked in a paradigm of ESL/EFL/ESD methods that have circumvented the growth of any pedagogical will for Immersion in English (IE) or the Sustained Use of English (SUE) in speech environments where other languages challenge English-in-use and the preparation of teachers of…

The Native American and Alaska Native Children in School (NAM) discretionary grants program aims to reduce the persistent achievement gaps between Native American and Alaska Native (NA/AN) youth and their peers on measures of reading and English language arts (ELA) (NCES 2015) and on measures of college-readiness in reading (ACT 2017). One reason…

The Oregon English Language Learner Report is an annual publication required by law (ORS 327.016). This report provides financial information for English language learner (ELL) programs, the objectives and needs of students eligible for and enrolled in an English language learner program, and provides information on the demographics of students in…

Multilingualism is an international fact of life and increasing in the United States. Multilingual families are exceedingly diverse, and policies relevant to them should take this into account. The quantity and quality of a child's exposure to responsive conversation spoken by fluent adults predicts both monolingual and multilingual language and…

The role of English and the status of English language instruction is reported for Burma, Cyprus, Czechoslovakia, Ethiopia, Ghana, India, Lesotho, New Zealand, Pakistan, Qatar, and Malaysia. The profile for each country contains a summary of English instruction within and outside of the educational system, teacher supply and qualifications,…

Six articles discuss various aspects of the English Only Movement while affirming the inalienable right of language minority individuals to equal educational opportunity and due process under the law and the right to maintain cultural and linguistic ties to their native heritages. Congressman Don Edwards considers bilingual ballots, explaining…