Educational linguists across England and the USA have long critiqued deficit-based language ideologies in schools, yet since the early 2010s, these have enjoyed a marked resurgence in England's education policy as evident in discourses, funding, and pedagogical materials related to the so-called 'word gap.' This article conceptualizes the word gap…

Demonstrating how race is socially constructed has been a core sociological objective, yet many individuals continue to hold essentialist and other concepts of what races are and how to account for group differences. These conceptualizations have crucial consequences for intergroup attitudes, support for social policies, and structures of…

This dissertation investigates the relationship among language, gender/sexuality, and childhood through a digital and sociolinguistic ethnography with a national nonprofit organization, GLSEN. GLSEN's mission is to ensure K-12 schools provide safe and affirming spaces for LGBTQ+ students, through interventions with educators, students, parents,…

Drawing on participant observation, interviews, and document analysis, we discuss teachers' narratives about the language and identity of Roma pupils and compare them with those of the pupils themselves. We explore the sources of information that shape teachers' dispositions, category conflation (of Roma with 'Gypsies/Travellers') and lack of…

Spanish-English-speaking dual language learners (SE-DLLs) from low-income backgrounds are at risk for experiencing academic difficulty compared to peers of ethnic-majority, middle- and high-income backgrounds. Caregiver language input is a consistent predictor of later developmental and academic outcomes. The current study targeted caregivers (n…

A quasi-experimental mixed-methods study was conducted to evaluate the effectiveness of an equity intervention on teacher candidates' understandings of school-based inequities. Three pre/post instruments were used to gauge the difference in participants' equity beliefs, skills, and knowledge. Treatment participants (N=35) were exposed to a…

One shared goal of classroom instruction is to support students' reading competence as a key skill of school success and participation in daily life. Yet, teaching that addresses multilingual students' language-related resources to support reading is rare. In this study, we enriched reciprocal teaching with elements of linguistically responsive…

The influence of language and situation structure on the difficulty of word problems has been investigated intensively in the field of mathematics education. However, instructional approaches to overcoming students' difficulties are still not widely available. This paper describes an intervention to develop second graders' skills in handling…

The present study evaluated the emergence of second-language intraverbals in typically developing young children following a small-group teaching intervention. Choral responding was employed with a group of 6 primary school children (5-6 years old) to teach first-language tacts (e.g., "What is this in English?" ["Hospital"])…

Purpose: Our purpose was to test the competing sources of input (CSI) hypothesis by evaluating an intervention based on its principles. This hypothesis proposes that children's use of main verbs without tense is the result of their treating certain sentence types in the input (e.g., "Was 'she laughing'?") as models for declaratives…

Understanding how children with autism spectrum disorders (ASD) improve oral language skills in relationship to tutor prompting has not yet been investigated. The study examined how variation in language prompt use by tutors during a storybook reading intervention influences growth in vocabulary and emergent literacy for young children with ASD.…

Academic language is critical for English learners (ELs) to succeed in the science classroom. This study analyzed the instructional practices centered around academic language taking place in eight, fifth-grade classrooms during a grant-funded project. Observational data collected through a classroom observation instrument were analyzed to…

Faculty teaching students in communication sciences and disorders to engage in evidence-based practice (EBP) must consciously work to overcome the lack of considerations for cultural and linguistic differences. Much of the literature on evidence-based treatment approaches fails to address contextual aspects of cultural-linguistic diversity or…

This paper aims to gain insight into language production and academic language of 4- and 5-year-old students and their teachers in the course of a teacher intervention during kindergarten science education. The study is based on videotaped classroom observations, and specifically focuses on the academic language use of students (N[subscript…

The current study examines the effects that a coaching intervention has on the occurrences of scaffolding language techniques in a teacher's instructional delivery, in addition to the possible influences that a coaching intervention has on the teacher's ability to reflect on scaffolding language. More importantly, the study considers whether…