This cross-sectional study aimed to explore the nature and the patterns of lexical growth in content and language integrated learning (CLIL) and non-CLIL learners across three successive academic years. To pursue the purpose of the study a total of 110 female students of six classes in 3rd, 4th, and 5th grades in both bilingual and monolingual…

This research-based, highly practical volume presents ways teachers and schools can accelerate literacy achievement with bilingual K-6 students in both English and their home languages. Georgia Earnest García shares innovative instructional strategies for students with different language backgrounds in multiple settings--bilingual/ESL classrooms,…

Research on the effects of bilingualism on third language (L3) development set in bilingual communities is scarce, outdated, and has provided mixed results. This study investigated the effects of exposure and age of onset of acquisition (AOA) of L3-English, as well as first and second language (L1/L2) skills and use, in the development of…

This study examines the intricate relationships between home language use, oral language skills (phonological awareness, morphological awareness, and receptive vocabulary), and literacy skills (word reading and spelling) in English and Chinese among young bilinguals. The sample includes 249 first-grade and 263 third-grade bilingual students in…

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…

Research has established the link between socioeconomic status (SES) and children's reading development. However, the theoretical mechanisms underlying the association between them have yet to be fully understood. Moreover, few previous studies exploring the mechanisms tapped both first language (L1) and second language (L2) at the same time. In…

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…

Purpose: Word learning requires the creation of phonological and semantic representations and links in long-term memory. Phonological distance of a given word from the spoken language affects children's lexical-phonological representations and processing. The study investigates the role of the phonological distance of Modern Standard Arabic (StA)…

Young children's language skills have a significant positive impact on their academic success throughout school, especially on reading and writing performance. The spread of COVID-19, which has resulted in lockdowns, fewer learning hours in kindergarten, and distance learning, might have affected children's exposure to learning opportunities. The…

Shifting demographics in K-12 schools have increased Spanish-speaking Multi-Language Learners' (MLLs') enrollment across the United States. While literacy variations between MLLs and proficient English speakers have been studied predominantly with upper elementary students, there remains a need for more exploration among early elementary…

The increasing number of students with German as a second language (GL2) poses a great challenge for schools. Previous studies showed that especially young learners with a migration background are lagging behind in the acquisition of second language (L2) literacy. Experiencing problem behaviors (PB) in addition, might pose even greater challenges.…

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…

A growing body of research suggests that fine motor skills (FMS) are associated with language development. In this study, we examined 76 children aged 3-6 years assessing the link between language and FMS. Specific measures included receptive and expressive vocabulary, oral narrative skills, and various fine motor tasks. Hierarchical linear…

This article considers students in Grades 3 and 4 and their parents' views regarding learning English as a modern foreign language (MFL) in the primary school, through questionnaires in the Muscat region and AL Dahira region, and interviews with students. This study found that Omani people are interested in language learning. Parents were willing…

The purpose of this study was to examine how classroom language contexts characterized by peer language skills and proportions of dual language learners (DLL) influenced English language development for DLL and non-DLL children. Participants were 2,131 children from 135 classrooms across preschool through Grade 3. Children were classified into…