This article describes the evaluation of a pilot Montessori-based home visiting program called "Mi Pequeño Mundo" (MPM) aimed at promoting optimal child development in Spanish-speaking Latine children from birth to three years old in Hennepin County, Minnesota. Phase I included World Cafés and interviews to gather Centro Tyrone Guzman…

Although there have been efforts to broaden the participation of underrepresented students in Science, Technology, Engineering, and Mathematics (STEM), few studies have focused on how Latine bilingual students in rural contexts can access computer programming. The purpose of this case study is to examine how translanguaging facilitates…

The research study evaluated the implementation of a kindergarten Spanish dual language immersion program (DLI) using Stufflebeam's (2003) context, input, process, and product (CIPP) model of program evaluation. The study aimed to determine specific strategies to best implement a learning initiative not just in a stable year but also in a time of…

The National Bilingual Programme was launched in order to promote English learning in Colombia. The failure of this programme and subsequent iterations is well-documented, and research has also examined some of its negative effects for different societal groups. However, a comprehensive study of the social justice implications of Colombia's…

What are the challenges faced by a research team in implementing translanguaging pedagogy in a multilingual classroom? What implications does this research project have for researchers in other geographies and other languages? This paper answers these questions on the basis of 7 English reading classes and interviews of teachers and students…

This report presents findings of the implementation of Communities in Schools (CIS) Success Coaches within five Wake County Public School System (WCPSS) middle schools during the 2019-20 and 2020-21 school years. End-of-year outcomes, including attendance rates and English language arts and mathematics grades, are examined and compared between the…

In Fall 2016, bilingual specialists were hired in the Austin Independent School District to provide support to campuses implementing the re-designed dual language program. This report summarizes the services provided by these specialists to administrators, campus staff, and teachers in Fall 2016.

This three-year qualitative study examined how district personnel interpreted the Common Core State Standards (CCSS) in English language arts for bilingual teachers' Spanish literacy instruction and the changes that four dual-language (DL) teachers (K-2) made in their Spanish literacy instruction in response to their participation in professional…

This article explores the placement practices of students into different educational programs in PreK-first grade, including two bilingual education programs and an ESL "mainstream" classroom. We then examine the discourse practices of four third-grade teachers and the school principal. Our findings suggest that initial program placement…

This study examines the bilingual education in Spain and in Canada, and discusses their historical backgrounds, current bilingual education programs in use, and teacher proficiency within their bilingual education programs. The purpose of this study is to examine these two countries' bilingual education programs and find a way to implement a…

The International Baccalaureate (IB) has expanded in Latin America. Drawing from a larger multi-sited qualitative case study, we examined the challenges associated with the implementation of the IB Primary Years Programme (PYP) in a Colombian and bilingual context. Findings highlight (1) the intersecting nature of challenges associated with the…

This article documents and interrogates top-down district-wide implementation of a two-way dual language bilingual education (DLBE) program in a large urban district. We carried out a language policy ethnography to explore the way two schools' teams of third grade teachers worked together to negotiate the intersection of DLBE implementation and…

This study investigated the language and literacy practices of five graduates of a Spanish-English K-12 dual language immersion program through semistructured interviews to understand the residual impact of thirteen years in a Spanish-English bilingual school program. Drawing from sociocultural theory, the interviews also sought to provide an…

In this article I report on a unique tertiary level bilingual graduate program in Southwest Texas where the content as well as the form of implementation are based on an additive model of bilingualism. The analysis focuses on how bilingualism and bilingual professional identity are conceptualized by the participants in this community of practice…

The promise of dual language education has spurred a movement in the field of bilingual education to shift from remedial programs to enrichment forms of bilingual education. Although research supports the effectiveness of such programs, many programs do not maintain their level of implementation and quickly revert to their original remedial form.…