Governmental language policies in China have varied across recent decades, including the intensive promotion of Mandarin as a language of unification and public championing of regional varieties. Concomitantly, increasing urbanisation, regional migration, and cross-linguistic marriage have led to greater use of Mandarin in private domains. Given…

Using the Grammatical and Lexical Acceptability Questionnaire (GLAQ), the study aims to contextualize the extent of acceptance of PhE grammatical and lexical items among 400 pre-service basic education teachers in state universities in Luzon and Mindanao. It further determined the difference on the participants' extent of acceptability when…

Recent research suggests that language use outside the classroom is vital for students who want to reach high levels of proficiency and that a balance between classroom and out-of-class learning is important (Lai, 2015). This is all the more so for students of English in Australia, where there is often a strong expectation that students will be…

To better understand the factors facilitating or impeding the translation of "promising controversies" (Taylor & Snoddon, 2013, p. 439) of plurilingualism theory into meaningful practices, this article presents a synthesis of 30 empirical studies on plurilingual pedagogy as enacted and experienced by educators and learners in various…

The Migration Policy Institute has produced a set of fact sheets providing a sketch of key characteristics of the foreign-born and English Learner (EL) populations in select states. The fact sheets are intended to equip community organizations, policymakers, and others with an understanding of the state demographic context and some of the basics…

This "Biennial Report to Congress on the Implementation of the 'Title III' State Formula Grant Program, School Years 2012-14" is the sixth report of states' self-reported data about English learners (ELs) receiving services in "Title III"-supported language instruction educational programs (LIEPs). The biennial report to…

"Title III" of the "Elementary and Secondary Education Act" ("ESEA") provides formula grants to states to help support the educational needs of students identified as English learners (ELs). In school year (SY) 2011-12, ELs served by "Title III"-funded activities comprised approximately 9 percent of the…

Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELs--who account for more than 9 percent of enrollment in grades K-12 in U.S. schools--are struggling to meet the…

This is the fourth biennial report to Congress on the implementation of the "Elementary and Secondary Education Act's" Title III State Formula Grant Program (also known as the English Language Acquisition State Grants Program). This report provides information reported by states to the U.S. Department of Education regarding services…

This is the third biennial report to Congress on the implementation of the "Elementary and Secondary Education Act's" Title III State Formula Grant Program (also known as the English Language Acquisition State Grants Program). This report provides information regarding the U.S. Department of Education's efforts to hold states accountable…

Empirical studies in the migration literature have shown that migration enclaves (networks) negatively affect the language proficiency of migrants. These studies, however, ignore the choice of location as a function of language skills. Using data on Mexican migration to the United States, this paper examines the location choice of migrants and…