While language anxiety is known to be a strong predictor of the second language (L2) achievement for decades, there has been a relative lack of empirical attention to establishing which one - anxiety or achievement - influences the other. The present study, based on a cross-lagged panel analysis, examined the causal relationships between language…

The rapid growth in the number of English learners (ELs) in urban and rural school classrooms and the continual homogenization of a White, female, teaching force in the United States create cultural and linguistic disconnections in the classroom. As research suggests, although classroom diversity and ELs' academic needs could be addressed by…

Current theories of bilingualism argue that the language practices of bilinguals are drawn from a single linguistic repertoire, and that enabling access to the full breadth of students' language practices can be a vital resource for further language development. This challenges commonplace practices within English as an Additional Language (EAL)…

The multilingual reality of migration in the 21st century has presented US schools and teacher education programs with pressing challenges: more and more P-12 educators have become de facto language teachers, asked to make their content and classrooms accessible and meaningful to newcomer students whose home language(s) and culture(s) differ from…

Many US K-12 teachers in ethnolinguistically homogenous, rural areas are not adequately prepared to meet the needs of their English language learner (ELL) students. Such educators often lack conceptual understanding of language pedagogy and affective investment in ELLs. The field of language teacher education (LTE) needs research on how to better…

A utilization-focused evaluation (Patton, 2008) was conducted to systematically investigate special education teacher candidates' preparation to teach English language learners (ELLs) with disabilities. The results were used to (1) determine current effectiveness of departmental programs and (2) guide program improvement efforts. The initial…

The study reported in this article investigated the use of input-based tasks with young, beginner learners of English as a second language by examining both learning outcomes (i.e. acquisition) and the interactions that resulted from implementing the tasks. The participants were 15 learners, aged six, with no experience of second language (L2)…