This article explores the findings from a formative study focused on language and literacy development in an international school's K5 classroom in South America. The teacher's pedagogical goal was to increase the amount of English used by students related to the social context of a restaurant. The intervention involved an integrated literacy and…

Vocabulary acquisition is a fundamental element of mastering the English language, necessitating a comprehensive lexicon that evolves through experiential learning to facilitate accurate comprehension and production of language. The current study examined the impact of Total Physical Response (TPR) tasks on the vocabulary acquisition of Thai…

Children's writing development is a matter of concern for Australian and other education systems. Factors related to the nature of writing as a literate skill, school writing pedagogy, and diminishing role of writing in a screen-dominant environment may account for this educational concern. What happens in a child's writing when immigrant parents…

According to Diane August (2002), at the Center for Applied Linguistics, Multilingual Learners (MLs) spend less than two percent of their school day in oral language development. Echevarria and Goldenberg (2017) support that creating numerous opportunities for ML students to speak will accelerate their vocabulary and oral language development to…

This longitudinal study documents a trilingual child's struggle with decoding and word recognition, the remedies sought to help him start reading in his second language (English) while he was in French immersion, and his performance after the intervention on tests of phonological awareness in L1 Romanian, L2 English, and L3 French. The study…

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…

In this paper, we detail the outcomes of a small-scale intervention study that aimed to support the mathematising processes of Grade 2 South African learners when working with additive relations problems. We report on the mathematising shifts that were evident in pre- and post-test responses prior to and after a sequence of 13 intervention…

Pedagogical strategies intended for monolingual classes may not adequately address the educational needs and aspirations of culturally and linguistically diverse learners, as multilingual and bilingual learners differ from monolinguals. This article sought to understand multilingual teachers' pedagogical approaches to helping non-speakers of the…

This study aimed to design mediated prompts as dynamic assessment (DA) intervention to enhance young students' English-speaking abilities in storytelling tasks and to explore the effects of the designed mediated prompts as DA intervention on English-speaking abilities of young students. The research was conducted in two phases. The first phase…

Purpose: We investigated the efficacy of "Story Champs" for improving oral language in third-grade Spanish-English bilingual children with developmental language disorder (DLD). Method: We implemented a concurrent multiple-baseline across-participants single-case design with four bilingual Spanish-English third-grade students with DLD.…

The present study aimed to assess whether a training-based intervention using an explicit rime-based phonics method improves the phonological awareness outcomes of EFL children in Ethiopia. The participants were two sections of 3rd grade children (N = 70) from two public primary schools in Hawassa, Ethiopia. A quasi-experimental research design…

Objectives: This study examined the effectiveness of Sound Partners, an evidence-based early literacy intervention program, with culturally and linguistically diverse elementary students within an applied Response to Intervention (RTI) system. Method: Participants (n = 11) with a range of English language proficiency (ELP) who spoke English,…

This qualitative case study examined teachers' views on integrating Social-Emotional Learning (SEL) and its role in supporting Culturally Responsive Pedagogy (CRP). A total of 32 K-5th grade English as a Foreign Language (EFL) Uruguayan teachers completed a three-week online asynchronous professional development. Participants' training focused on…

Recent studies highlight the important contribution of phonological working memory (PM) in the early stages of both native and foreign language development. However, research on the effects of PM training on language development is very limited. This study aimed at assessing the effectiveness of a PM training educational intervention as a means of…

Purpose: This study examines the narrative language and reading outcomes of monolingual and bilingual students who received instruction with the Supporting Knowledge in Language and Literacy (SKILL) program, a narrative language intervention. Method: The main effects of the SKILL program were evaluated in a randomized controlled trial in which…