This paper reports on a study that examined a Shared Education program recently implemented in Israel based on the Northern Ireland model. Sixth-grade children from two schools -- one Jewish and one Arab, who study in separate education systems and have very limited contacts with one another -- met to learn English (as an additional language)…

Translanguaging offers a new perspective on language learning by affirming and leveraging the diverse language practices that make up learners' unitary language repertoire as resources for their learning. Despite the potential pedagogical benefits of translanguaging, English-only policies are still prevalent in many language classrooms. Even when…

Although English-Chinese bilingual development has been studied in community contexts, it has not been adequately addressed in the K-12 Chinese immersion classrooms despite the increasing number of Chinese immersion programs across the United States. To inform effective pedagogies in Chinese immersion classrooms, this study reports on a nine-month…

This study reports on a small-scale, longitudinal investigation on L2 Spanish oral development by English-home language (EHL) learners in an English/Spanish Two-Way Immersion (TWI) program in rural, eastern United States. It examined EHL learners' oral ability in L2 Spanish based on longitudinal assessment data from Kindergarten, Grade 2, and…

In a bilingual school, the linguistic and semiotic resources of students who speak one, two or several languages can be used in classroom discourse in order to embrace and strengthen the multiplicity of voices and languages in teaching and learning. In this article, four English language lessons -- where the medium of instruction mainly oscillates…

Scholarship suggests that bilingual students' translanguaging skills -- their multilingual and multimodal communicative competencies -- should be leveraged as a valuable meaning-making resource and that translanguaging pedagogies can disrupt linguistic hierarchies and the ideologies of race, class, and nationhood that constitute them.…

This article analyzes how emergent bilinguals discursively support one another during literacy activities in a cross-aged peer-tutoring program in their elementary school. Drawing from Vygotskian sociocultural theory, we frame peer supports as developing a zone of relevance that fosters and sustains peer engagement in literacy discussions.…

This article discusses the findings of an empirical study that investigated the writing practices in a multilingual, rural, fourth-grade classroom in Kenya. The study was undergirded by Bakhtin's heteroglossia. Analysis of texts indicated that these emergent multilinguals used multiple semiotic resources to maximize the chances of meeting the…