This study examines the impact of multilingualism and socioeconomic status on academic performance within the UK, utilising data from 3,213 pupils from the National Pupil Database who also took part in the Study of Cognition, Adolescents and Mobile Phones (SCAMP). We employed multilevel modelling to analyse the relationship between language…

Despite a rapid growth in the number of dual language learning children (DLLs) in the United States, there is a limited understanding of what parents of DLLs believe and know about dual language learning and education, and how parental beliefs and knowledge relate to children's dual language experiences at home. In the current study, 225 parents…

In this essay, the authors explore the dilemmas facing researchers, educators, and policymakers in how to refer to multilingual students who are deemed in need of language support in school. There is a growing concern with the label "English learner," the term currently used in U.S. federal legislation, as focusing exclusively on…

This study examined the influence of linguistic input on the development of productive and receptive skills across three fundamental language domains: lexico-semantics, syntax, and phonology. Seventy-one (35 female) Basque-Spanish bilingual children were assessed at three time points (Fall 2018, Summer 2019, Winter 2021), between 4 and 6 years of…

This study examined the home literacy practices of bilingual families. We were specifically interested in the literacy practices families developed to answer the challenge of biliteracy. Through the home visits and supplying high quality bilingual books, we listened, observed, and gained a deeper understanding of the children and their families…

The present study examined the neural correlates of emotion effects evoked by emotion-label and emotion-laden nouns in Chinese-English bilinguals' two languages through the emotion categorization tasks. At the perceptual processing stage, only L2 emotion-label and emotion-laden nouns induced amplified N100 than neutral nouns. At the semantic…

Research shows that bilingual learners move naturally between their languages to learn; however, this practice is not welcomed in many second/foreign language classrooms given the belief that first language (L1) use negatively affects second language (L2) development, despite much empirical evidence to the contrary. Moreover, translanguaging…

We studied the compositional written skills and spelling competence of individuals with a severe hearing impairment, examining qualitative and quantitative characteristics of their texts, the psycholinguistic variables modulating their productions, and writing errors following a fine-grained analysis. Sixteen deaf young adults, educated in…

This study, framed by dignity-focused language policy and intersectional anti-adultism, investigates how 74 adults misclassified as English learners (ELs) during U.S. K-12 education conceptualize essential knowledge for educating bilingual students. Through semi-structured interviews, participants stressed two key areas for schools that serve…

This article documents the spontaneous, implicit, and explicit ideological commentary -- what I have termed raciolinguistic metacommentary -- that 17 Latina/o bilingual teacher candidates (TCs) reported encountering in their everyday lives on both sides of the U.S.-Mexico border. Analysis of data from a one-year critical ethnography shows that…

Because of authentic exposure, study-abroad sojourners are expected to become more proficient in terms of holistic formulaicity (defined as targetlike language use of intensifiers, fillers, multiword sequences, lexical features, verb-argument constructions, pragmatic and discourse features, and so on), use of formulaic sequences, and lexical…

Code-switching occurs regularly in the input to bilingual children. Yet, the effect of code-switched input on language development is unclear. To test whether word learning would be affected by code-switching, Spanish-English bilingual children (N = 45, 19 boys, Mean[subscript Age] = 5.05 years; ethnicity: 37 Hispanic/Latino, six…

Purpose: Bilingual children are both over- and under-identified with developmental language disorder (DLD). We propose that this may be a function of monolingual approaches that fail to consider the dynamic nature of bilingualism as well as assumptions of bilingual delay. We explored the extent to which bilingual children with and without DLD…

Our project intends to transform the experiences of teachers of multilingual learners (MLL) through professional development and professional learning communities. Concurrent with our programmatic efforts, we are evaluating changes in confidence and self-efficacy in working with MLLs, teacher knowledge of MLLs' needs, and the implementation of…

Purpose: This study aims to examine the associations of phonological, lexical, and grammatical skills within and between languages in Mandarin-English bilingual preschoolers. Method: Sixty-three Singaporean Mandarin-English bilingual children aged 3-5 years were assessed for articulation, receptive vocabulary, and receptive grammar using…