This study explores the bases of achievement invoked by teachers when assessing students' work in the context of a bilingual education program where academic subjects are taught through English as a foreign language. During a professional development seminar, teachers judged samples of students' writing in response to tasks that elicited the three…

Reading and writing translate to centuries of shared knowledge and can be expanded upon with the ability to acquire multiple tongues. In response to today's most widely spoken languages, Chinese/English and Spanish/English dual language immersion programs continue to grow across the United States. Unfortunately, the lack of uniformity in the…

As the content knowledge of English language learners and immigrant students is assessed in their less proficient language, the validity and fairness of assessments related to those students have been widely discussed. However, such assessment issues have not received much attention in rapidly expanding bilingual education programmes, where…

The enduring monolingual mindset in English-speaking countries results in widespread belief that additional language learning takes time away from literacy in the societal language. Yet, extensive research has shown that time spent learning additional languages enhances learners' literacy skills, providing first language literacy is sufficiently…

For years, bilingual programmes have allocated the languages of bilinguals to separate teachers, lessons, or even days or hours of the week to avoid damaging the 'purity' of languages, confusing language-minoritized students and hindering their achievement (Creese & Blackledge, 2011. Separate and flexible bilingualism in complementary schools:…