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,…

This action research study aimed to improve reading with understanding in a lower primary classroom in Fiji. Five emergent readers were selected through an examination of class running records. Peer observation, student worksheets, and class running records were utilized to collect data. The data analysis revealed that when teachers implement…

In the present study, we aimed to compare reading-writing relations between first-grade Native English Speakers (NESs) and English Language Learners (ELLs). Thirty-four ELLs and 35 NESs completed measures of receptive and expressive vocabulary, lexical-level reading (word reading) and writing (spelling), and discourse-level reading (reading…

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…

Teacher talk has been found to significantly affect children's early language development during shared book reading; however, the mechanism of such influence remains unclear. The current study has zoomed in on vocabulary development in Mandarin as a heritage language (HL) in Singapore kindergartens, 1) exploring the linguistic features (i.e.…

Research on the effects of bilingualism on third language (L3) development set in bilingual communities is scarce, outdated, and has provided mixed results.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 paper studies the effect of implementing a new Arabic language learning software Test Survey for Students (TSFS) developed by the researchers and marketed as brain training software for primary students on language skills using Science, Technology, Arts, and Mathematics (STEAM) subjects. The teaching of Arabic language via computer-assisted…

Background: South African learners have performed consistently poorly in reading assessments. This paper addresses two key components in improving reading literacy: vocabulary development and teacher knowledge and skills required for quality vocabulary instruction. Aim: This small-scale exploratory study reports on the English vocabulary teaching…

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…

This study examined the unique contribution of Home Literacy Environment (HLE), Classroom Literacy Environment (CLE), and parent and teacher expectations to the development of Dutch (L1) and English (L2) vocabulary in children in Dutch-English bilingual primary education. The children (n = 106) were tested on vocabulary in both languages in…

The phonological loop of the working memory system plays a key role in language learning. This study examined the trajectories between two dual-language learner groups (English Learners [ELs] and Spanish Learners [SLs]) on phonological loop measures in L1 and L2. At Grade 1, children completed a battery of vocabulary and cognitive measures and…

In this article, I share two critical incidents from the vocabulary lessons in an instructional cycle on immigration with third-grade bilingual students. In sharing these critical incidents, I seek to raise awareness of how colonial legacies of cultural and linguistic domination permeate translanguaging pedagogy. I use critical reflection,…

Research consistently shows that adults engaged in tutored acquisition benefit from explicit instruction in several linguistic domains. For preschool children, it is often assumed that such explicit instruction does not make a difference. In the present study, we investigated whether explicit instruction affected young learners in acquiring a…

This study investigated the vocabulary development of children (N = 547) from linguistically and socioeconomically diverse classrooms in Germany from age 3 in preschool to age 7 in Grade 1. The results showed that for dual language learners (DLLs, n = 107) growth rates in their German majority language skills varied over classrooms. Compared to…