Multilingual learners (MLs) encounter key language features that influence their mathematical word problem-solving processes. Much of the readily available literature surrounding MLs' experiences in the mathematics classroom explores either their content knowledge or how language affects their mathematics achievement. Far less literature has…

This study explores the relationship between English Learners (ELs) in the Texas school system and their outcomes on the State of Texas Assessments of Academic Readiness (STAAR) tests and the Texas English Language Proficiency Assessment System (TELPAS). Schumann's Acculturation Model and Krashen's Input Hypothesis were used as theoretical…

Most English learners (ELs) eventually gain sufficient English proficiency to be reclassified and receive instruction without linguistic supports. Though well-identified, prior regression discontinuity estimates for the effect of reclassification are estimated too imprecisely to detect policy-relevant effects. Applying a student fixed-effect…

In line with the directions of the Council of Europe on the teaching of foreign languages to young learners and in view of recent waves of immigration in Europe, special emphasis is nowadays being placed on plurilingual and pluricultural practices in the school system. This paper describes the change towards embracing plurilingualism in a primary…

Although the benefits of collaborative learning across disciplines are well-established, its effectiveness hinges on the quality of execution. Motivational beliefs and emotions are crucial in students' engagement and achievement. Yet, a notable gap exists in examining these variables among students with varying proficiency levels in the context of…

This study investigates teachers' beliefs and practices in implementing CLIL in an Indonesian primary school context. Drawing on narrative inquiry, fruitful themes and subthemes were generated from the thematic analysis of teachers' stories, representing their teaching experiences in CLIL classes. Involving four CLIL teachers with 5--11 years of…

We investigated whether primary-school teachers' beliefs towards early-English education are related to the type of English education they are involved in (early- or later-English schools), their English language skills and whether they teach English. Ninety-nine Dutch teachers filled in a questionnaire with 25 statements about early-English…

The relationship between reading comprehension and reading fluency for linguistically diverse learners continues to be a topic of education research. The problem is third and fourth-grade second-language learners possess adequate reading fluency skills but demonstrate distinct reading comprehension difficulties compared to native English-speaking…

This study aimed to design mediated prompts as dynamic assessment (DA) intervention to enhance young students' English-speaking abilities in storytelling tasks and to explore the effects of the designed mediated prompts as DA intervention on English-speaking abilities of young students. The research was conducted in two phases. The first phase…

English language proficiency (ELP) assessment scores are used by states to make high-stakes decisions related to linguistic support in instruction and assessment for English learner (EL) students and for EL student reclassification. Changes to both academic content standards and ELP academic standards within the last decade have resulted in…

We investigated the time it takes 54,146 English learners (ELs) to attain English proficiency as they progressed from age 5 to 11 on average (Kindergarten through fifth grade in the United States). We also examine to what extent the time-to-proficiency estimate is affected by child-internal and child-external factors, including primary disability…

An important subgroup of English learner-classified (EL) students immigrate to the U.S., entering U.S. schools upon their arrival. Using growth models and statewide data, this study asks first, how newcomers' English proficiency status and growth compare to those of non-newcomer EL students; and second, what characteristics are associated with…

Over the past few years, the world's attention has been focused on gaming systems and their application in education through gamification, incorporating game features into learning tools. Against this backdrop, this study aims to investigate the motivation of EFL learners in a Gamified Formative Assessment (GFA). Theoretical insights from…

In story writing, interjections are used in dialogue to enhance the emotional tone of the text. However, crafting realistic dialogues that effectively incorporate interjections can be a challenging task for young learners with developing writing skills. This study examines how young learners utilize interjections in their story writing. The study…

Recent research shows that musical training improves children's development of oral and aural skills. This study focuses on developing and testing a methodological framework (Music as a Medium of instruction, MMI) in English language teaching (ELT) by contrasting MMI and gamification methodologies with the participation of 22 Spanish children all…