This ethnographic study utilized border theory to examine how a bilingual Latinx teacher created equitable instruction for Mexican immigrant second-graders in a 50-50 dual-language (DL) classroom in the U.S. Midwest. Approximately half the students in the DL classroom came from Spanish-speaking, working-class homes, and half from English-speaking,…

In the multilingual, multicultural emerging economy of India, the language debate may seem to have settled with the adoption of the Three-Language Formula in the first National Policy of Education 1968. However, 50 years later, does this policy still hold? Has research on language acquisition informed our education policy and classroom practices,…

In this paper, I consider the relationship between socio-economic background and the school experience of two groups of children. I seek to establish whether or not there are identifiable differences in the language of primary school children living in two demographically contrasting geographical areas and, if there are differences, how these…

Basil Bernstein (1971) introduced the notion of the Restricted and the Elaborated code, claiming that working-class speakers have access only to the former but middle-class members to both. In an attempt to test this theory in the Iranian context and to investigate the effect of social class on the quality of students language use, we examined the…

This narrative inquiry aims to better understand and document how a bilingual Latina preservice elementary teacher's experiences as an immigrant student and English learner (EL) inform the construction of her professional identity and practice as an English language arts (ELA) educator. Although the study participant voices a lack of confidence,…