Dual language educators and program planners rely on the concept of 'language as a resource' as a foundational principle of dual language education (DLE). Traditionally, the term has been juxtaposed to viewing language as a problem and treating students' home linguistic and cultural experiences as a deficit rather than an asset for teaching and…

This paper analyzes how future educators would design their ideal school in the context of the Basque Country, with particular attention put on language planning and language teaching aspects. More specifically, we focus on the ideas about the languages to be included in the curriculum, the modes of inclusion of students' home languages and the…

As dual-language children's books are becoming increasingly popular in language and literacy education, scholars are starting to zero in on how students construct meaning as they read these books. In this paper, in light of the previously mentioned body of literature, we present a qualitative study focusing on the reading strategies that three…

Among the various forms of bilingual education in the United States, dual language immersion education has grown rapidly during the past decades (Lindholm-Leary, 2001; Wilson, 2011). Particularly, while the implementation of Mandarin Chinese immersion programs attracted educators and stakeholders' interest, limited attention was paid to research…

Language separation policies in two-way bilingual education (TWBE) reflect ideologies of double monolingualism (Heller, 1995) and ignore the sociolinguistic realities of bi/multilingual students (García & Lin, 2017). This case study investigates the design and implementation of collaborative multilingual identity text projects (Prasad, 2018)…

This longitudinal study documents a trilingual child's struggle with decoding and word recognition, the remedies sought to help him start reading in his second language (English) while he was in French immersion, and his performance after the intervention on tests of phonological awareness in L1 Romanian, L2 English, and L3 French. The study…

This qualitative case study explored the perspectives of school administrators on implementing structured English immersion (SEI) and dual-language bilingual education (DLBE) programs serving emergent bilingual learners at one urban Arizona elementary school. Using a sociocultural policy perspective, I analyzed findings from a series of interviews…

Considerable research on the two-way Spanish immersion model of education highlights benefits such as biliteracy, high academic achievement in both languages of instruction, and sociocultural competence for students of various linguistic and sociocultural backgrounds. The desire to gain these 21st century skills has caused a proliferation of dual…

Chinese as the medium of instruction (MOI) is used across the curriculum for early childhood education in Hong Kong; however, kindergartens with non-Chinese speaking (NCS) students adopt different MOI, in which English remains an integral part of learning and teaching, to cater to the needs of NCS students and their families. The present study…

Providing instruction in multiple languages has the potential to simultaneously help both native English speakers and English learners to develop language proficiency. "Dual language programs" can help native English speakers develop proficiency in a second language and English learners develop proficiency in both their native language…

The role of cultural identity in bilingual programs has barely been discussed in regard to second language acquisition (SLA). This research study focuses on providing relevant information that would help in providing more information about the experiences that an elementary student has during the second language learning process in a bilingual…

This paper addresses the interactional dynamics of one bilingual, two-way immersion classroom where children came from diverse linguistic, cultural, racial, and socioeconomic backgrounds. Based on an ethnographic discourse analytic study of one kindergarten TWI classroom, I analyze interactional data using participant frameworks as the unit of…

Conceptualizations of language as translanguaging (Otheguy, García, and Reid 2015) help us to render wholeness out of languages and groups of speakers socially constructed as distinct. Yet in practice teachers are still compelled to identify students by dichotomous institutional labels for discrete proficiencies in named languages: identity labels…

This dissertation draws on both qualitative and quantitative approaches to investigate the linguistic practices of teachers and children who are learning Mandarin Chinese as a Heritage Language (CHL) in two dual immersion preschools in California. CHL children have been interpreted as novice members in local speech communities who actively explore…

French immersion (FI) programs are becoming increasingly culturally and linguistically diverse as a result of growing migration to Canada. In the present mixed-methods study, I explore the perspectives and ideologies of teachers, principals, and central office staff in eight school divisions in Saskatchewan, Manitoba, and Alberta with respect to…