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Lara-Stephanie Krause-Alzaidi – Journal of Multilingual and Multicultural Development, 2024
The practices of sorting things out and bringing things together, which I summarise under the term relanguaging, sit between fluid, situated languaging practices and the administrative standard grid in education that relies on bounded, named languages. Relanguaging, I argue, was invisible to socio- and applied linguists' analytical vision because…
Descriptors: Foreign Countries, Elementary School Students, English (Second Language), Second Language Learning
Sadaf Qayyum; Samuel Akanimoh; Thato Letsomo; Ramya Madhavan – Childhood Education, 2025
Language and learning norms constitute the biggest constraint for refugee learners attempting to access education in Uganda because they struggle to demonstrate competencies in English despite acquiring them in their local language (Arabic, French, or Swahili). Learners are assigned to lower levels, contributing to misalignment between their…
Descriptors: Refugees, English (Second Language), Second Language Learning, School Readiness
Ya-Fang Cheng; Joshua Shulz – ORTESOL Journal, 2025
Early childhood is a critical time for oral language development. Reading aloud is one of the most common instructional activities aimed at fostering oral language skills. It plays a vital role in supporting multilingual or emergent bilingual learners' oral language learning development. Through this article, the authors wish to inform teachers of…
Descriptors: Childrens Literature, English (Second Language), Second Language Learning, Second Language Instruction
Julia Hagge; Aina Appova – Reading Teacher, 2025
Despite proficient math skills, students may struggle to make sense of and solve story problems. While educators are encouraged to promote the use of comprehension strategies, students must first understand vocabulary at all levels as they work to make sense of and solve math story problems. Language skills are a prerequisite for schema…
Descriptors: Word Problems (Mathematics), Language Skills, Schemata (Cognition), Language Role
Kristen Secora; Marissa Ramos; Brittany Lee; Cheryl L. Shahan – Odyssey: New Directions in Deaf Education, 2024
Young children do not develop language skills by studying grammar and rules for forming sentences. Children's brains are wired to acquire language naturally; all they need is exposure. Many opportunities for language learning are lost to deaf children if they are not surrounded by other signers. In fact, the loss can be so severe that deaf and…
Descriptors: Young Children, Language Acquisition, Deafness, Hearing Impairments
Daniel R. Isbell; Leeseul Park; Meghan Delaney – Vocabulary Learning and Instruction, 2024
Vocabulary knowledge plays an important role in language learning and language proficiency, but it is difficult to know how much of a role it plays without appropriate vocabulary measures. In this article, we first discuss learner vocabulary in our research on Korean as a second/foreign language. Unable to find appropriate measures for receptive…
Descriptors: Korean, Second Language Learning, Vocabulary Development, Language Tests
Australian Education Research Organisation Limited, 2025
This research summary describes an Australian Education Research Organisation (AERO) research project that explored how long it takes Australian students learning English as an additional language (EAL) to develop the English language skills necessary to participate equitably in curriculum learning. It outlines the key findings, context and…
Descriptors: English (Second Language), Second Language Learning, Public Schools, Language Proficiency
Lucy Lu; Wai Yin Wan; Olivia Groves; Jenny Hammond – Australian Education Research Organisation Limited, 2025
The following are additional results from the research described in the Australian Education Research Organisation (AERO)'s main project report, "How Long it Takes to Learn English While Learning the Curriculum." Specifically, these results supplement the results from Part 2 of the project, which used the NSW DoE's EAL/D Annual Survey…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Public Schools
Ng, Rebecca; Lim, Cynthia – Childhood Education, 2023
This article illustrates the potential of using children's play and interest in constructive materials like LEGO bricks to support early literacy, particularly in improving the use of descriptive language. The article describes an action plan using storytelling and constructive LEGO play to improve the children's use of descriptive language and…
Descriptors: Toys, Play, Story Telling, Language Usage
Enrica Donolato; Enrico Toffalini; Kristin Rogde; Anders Nordahl-Hansen; Arne Lervåg; Courtenay Norbury; Monica Melby-Lervåg – Campbell Systematic Reviews, 2023
This meta-analytic review demonstrates that language interventions can improve oral language in children with neurodevelopmental disorders. We assessed interventions that target language skills in children with neurodevelopmental disorders. The interventions had to use techniques ranging from explicit and structured activities (explicit…
Descriptors: Oral Language, Intervention, Neurodevelopmental Disorders, Language Skills
Aleah S. Brock – TEACHING Exceptional Children, 2024
Caregiver coaching is a common component of early intervention services, but providers may be unfamiliar with methods of coaching for families of children who are Deaf or hard of hearing (DHH). This article provides guidance for early interventionists to implement caregiver coaching to facilitate language development in their children who are DHH.…
Descriptors: Children, Child Caregivers, Deafness, Hearing Impairments
Supporting Language Acquisition and Peer Interaction through Guided Play in a Multilingual Classroom
Bohr, Christina; Acar, Serra – Young Exceptional Children, 2023
Language diversity in the United States has been rapidly increasing in the last three decades (U.S. Census Bureau, 2015). Children who are under 8 years of age and have at least one parent who speaks a language other than English at home comprise 32% of the nation's young child population (Park et al., 2017), increasing the need for practitioners,…
Descriptors: English (Second Language), Second Language Learning, Peer Relationship, Interaction
Goodrich, J. Marc; Fitton, Lisa; Chan, Jessica; Davis, C. Jamie – Intervention in School and Clinic, 2023
Multilingual children represent a rapidly growing population of students in U.S. schools. However, identification of language and learning disabilities for students from different linguistic backgrounds is complex, leading to frequent misidentification of multilingual learners for special education. This article provides guidance on how special…
Descriptors: Oral Language, Screening Tests, Multilingualism, Learning Disabilities
Matthews, Danielle; Kelly, Ciara – Deafness & Education International, 2022
Despite the advances in technology and sign language awareness, many Deaf and Hard of Hearing (DHH) children have language delays as a consequence of difficulty accessing a language model. These delays are often particularly pronounced in the domain of pragmatics, where the language user takes into account the people they are communicating with…
Descriptors: Pragmatics, Language Skills, Deafness, Hearing Impairments
Adversario, Jan – New Directions for Adult and Continuing Education, 2022
Civic education provides adult English learners with the tools to be able to actively engage in their communities. This knowledge allows them to gain agency, develop a sense of belongingness, and facilitate lifelong learning. However, teaching civic education can be challenging for instructors for many reasons, such as prioritizing on developing…
Descriptors: Citizenship Education, Adult Education, English (Second Language), Second Language Learning