The study explores the effects of an interdisciplinary learning approach on developing students' English learning (EL) and computational thinking (CT) through two different game-based learning approaches. A quasi-experiment is conducted to evaluate the effectiveness of this approach in terms of enhancing students' CT knowledge and their EL…

As multimodal texts become ubiquitous in the digital age, analyzing how writers interact with readers via visuals is becoming increasingly important. Enlightened by Kress and van Leeuwen's (1996, 2001) semiotic work, D'Angelo (2010) extended Hyland's (2000) text-based metadiscourse model and proposed a new framework for analyzing the visual…

Integrated Reading-Writing Instruction (IRWI) is an approach for English Language Arts (ELA) instruction that has gained much attention since the adoption of college and career standards. Previous studies have shown that connecting reading and writing during instruction positively affects students' literacy outcomes as related cognitive processes…

Art integration has been used to explore "the relevance and approaches to arts education connected to [the larger] curriculum and instruction with learners of all ages, including teacher learners" (Cahnmann-Taylor & Sanders-Bustle, 2019, p. 2). Art integration utilizes commonalities among the many components of other disciplines.…

The Lyceum, implemented by Guilford County Schools (GCS), was an arts education program designed to promote arts integration for all GCS students and exposure to Entertainment Arts & Technology for students at Penn-Griffin School for the Arts. The Lyceum impact evaluation used a quasi-experimental design (QED) to examine the effect of…

Due to a lack of science instruction and a need to serve an increasing number of students identifying as Emerging Bilingual, one school district in Oregon sought to develop a new method of integrating science and language instruction. In the model, all teachers taught science with embedded language instruction, three to four days a week, to every…

For United States of America (USA) and other developed countries, science achievement gaps begin to emerge in elementary and primary school. Such gaps between USA student groups typically are connected to socio-economic status (SES) and issues such as students still learning the English language. Through an experimental design, this National…

Purpose: This study aims to document the impact of an 80-h virtual Spanish language immersion program on four elementary school leaders in Kentucky. Design/methodology/approach: This study used a mixed methods approach. Each subject participated in three semi-structured interviews with the researcher and a standardized oral language assessment.…

To bridge the gap for English language learners (ELLs) in science, hybrid language affords the opportunity for students to communicate through various modes, including natural language, visual representations, mathematical expressions, and manual-technical operations. The purpose of this study was to investigate how ELLs use hybrid language (a) to…

The Multidisciplinary Education, Training, and Support (METS) program is designed to meet the linguistic and academic needs of recently arrived English Learners (ELs) who are identified as Students with Limited or Interrupted Formal Education (SIFE). The METS program in Montgomery County Public Schools (MCPS) includes students in elementary,…

Research in the United States show that professional learning (PL) can improve classroom instruction. However, teachers, especially educators in the content areas, receive insufficient training specific to meeting the language and academic needs of English learners (ELs). The purpose of the current randomized controlled trial (RCT) study was to…

Preparing classroom teachers to teach English Learner (EL) students continues to challenge teacher educators. This article argues for EL teaching work to be situated within theories of professional learning that focus on developing teachers who can flexibly and innovatively integrate EL instructional practice into content area teaching. We propose…

This case study explored how a social studies teacher and a TESOL teacher collaborated to teach an eighth-grade civics and economics course in a diverse classroom with Latinx emergent bilingual students. The researcher employed a theoretical framework of culturally and linguistically relevant citizenship education (CLRCE), which includes five…

This two-year case study examined multi-modal, interdisciplinary approaches to engage both immigrant English Second Language (ESL) and English Language Learners (ELL) in STEM (science, technology, engineering, math) learning and to build STEM identity and self-efficacy. Leveraging innate abilities, multiple intelligences, and self-identified…

This research investigates teacher implementation of the Guided Language Acquisition Design (GLAD) model over time and after teachers received a unique combination of additional GLAD training, coaching, and collaboration. Teachers who took part in this in this study had previously received an initial full-week, intensive GLAD training; however,…