The present study aimed to investigate the effectiveness of teaching intervention for Chinese learners, who were English speakers who tended to focus on phonemic awareness, in learning Chinese. It also tried to examine the impacts of Chinese phonological and morphological awareness on their English language development. The study was conducted in…

Teacher-researcher collaborative inquiry helps illuminate contextual demands and affordances of teaching and learning and how they shape and inform theory and practice. Elaborating on a university-school study in a Mandarin-English dual language bilingual education (DLBE) programme in the U.S., we examine how the researcher worked alongside a…

Orthographic knowledge is predicted to be central in the process of children's reading development. We examined both the temporal order between orthographic knowledge and each of word reading and word spelling--effectively, which predicts which by including autoregressive controls--and cross-linguistic transfer between English and French for our…

In Canada, approximately 12% of school-aged children are enrolled in French Immersion (FI), with some provinces estimating close to 30%. FI programs are intended to produce bilingual individuals who can functionally communicate in both of Canada's official languages. Yet, we are currently underinformed as to how to identify children with French…

As dual-language children's books are becoming increasingly popular in language and literacy education, scholars are starting to zero in on how students construct meaning as they read these books. In this paper, in light of the previously mentioned body of literature, we present a qualitative study focusing on the reading strategies that three…

Background or Context: There is increasing research focusing on dual language (DL) education program policies and practices regarding who has access to bilingualism and whose bilingualism is valued and represented. However, limited research is situated in the context of Chinese-English DL education and its service of emergent bilingual learners…

We examined spelling errors patterns, cohesive ties, and syntax features in English and Spanish essays written by Spanish-English emergent bilinguals in Grades 1, 2, and 3 (N = 278; 51% female) enrolled in either English immersion or English-Spanish dual immersion programs. In Study 1, we addressed whether students made consistent spelling errors…

Understanding text in a second language can be particularly challenging. The authors explored the contribution of morphological awareness in children's first and second languages to development in second-language reading comprehension. Critically, the authors examined the role of a skill that might be at the heart of these cross-linguistic…

Most bilingual programs are built around a clear separation between the two languages used throughout the school day. However, in bilingual research centers (BRCs), a key component of the Gomez and Gomez Dual Language Enrichment model, students can choose which language to use. This is what sparked my interest, because I wanted to understand more…

Background: While much is known about how morphological awareness (MA) contributes to reading development, little attention has been paid to how reading may conversely affect MA development, particularly in readers of Chinese in a bilingual/multilingual setting. Methods: The study adopted a cross-lagged panel design. Young bilingual readers of…

This study explores the cross-linguistic reading strategies that 16 Grade 3-4 French immersion pupils schooled in Saskatchewan used while reading two types of dual-language children's books: translated and integrated. In the first type, the same text appears in both French and English, whereas in the second one, English and French are integrated…

Teachers in mathematics classrooms where the language of instruction differs from students' first language face competing demands regarding mathematics and language teaching. In this study, I conducted an analysis of genre of teaching episodes to examine how a teacher in a Spanish immersion third-grade classroom in the US responded to those…

This study investigated an emergent interaction between word reading fluency and vocabulary knowledge in the prediction of reading comprehension among French immersion students in Grades 2 and 3. A group of 66 students were tested on measures of phonological awareness, rapid automatized naming, word reading accuracy, vocabulary, word reading…

A collection of cognitive, linguistic, and spelling measures were administered to third-grade English L1 and L2 learners. To capture formative assessments of children's developing mental graphemic representations (MGRs), spelling errors in isolation were subjected to analysis across three metrics: (1) Phonological constrained; (2)…

Inclusion is a fundamental aspect of social studies education in general and democratic education in particular. Inclusion is especially important when we consider the possibilities for transnational civic culture and education. The theoretical framework of this study is based upon concepts of positionality, identity, and belonging as they are…