Integrating emergent bilingual students into K-12 mainstream classrooms where linguistic support is not provided has the potential to lead to their academic underperformance. This is because the content is delivered in English, which may not be understandable to immigrant students with limited English proficiency, possibly leading to psychological…

Translanguaging pedagogies support multilingual students by activating prior knowledge, integrating home languages and cultures, and utilizing multimodal learning. However, as equity-oriented pedagogies, they redress long-standing practices of denying students access to their home languages or demanding a strict separation of their interwoven…

Approximately five million students in US public schools have a home language other than English and are actively learning English (National Center for Education Statistics, 2020), indicating that a large number of students could be considered emergent bilingual (EB). Although measuring student skills in English may be informative, it does not…

Most bilingual children often display greater proficiency and preference for one of their two languages. Researchers refer to this asymmetry as language dominance. However, despite being possible to determine the overall language dominance in bilinguals, there may be substantial flexibility in their language use. In particular, the relative ease…

This paper presents partial results of an ethnographic study in 2021, aiming to identify translanguaging (TL) practices (the use of Indonesian and English), their functions and benefits, and the participants' opinions about such practices in a tertiary English as a foreign language (EFL) context in Indonesia. The study involved 75 participants in…

The internationalisation of higher education has increased the visibility of linguistic diversity in universities worldwide. However, classroom practices do not necessarily reflect this diversity. This study explores how teachers and students manage plurilingual resources while learning Catalan during study abroad. The analysis applies [Moore, E.,…

Research shows that English learners are too often denied access to complex tasks that address grade-level standards. Teachers have expressed that they believe lack of English proficiency makes complex work impossible or that they fear frustrating students into withdrawal. This article presents how teachers can incorporate students' native…

This study explored receptive vocabulary size and early literacy skills (namely: letter naming, knowledge of phoneme-grapheme correspondences and early writing) in emergent bilingual Northern Sotho-English children. Two groups of Grade 1 learners were tested in both English and in Northern Sotho. Group 1 (N = 49) received their formal schooling in…

In this paper, we present a synthesis of a series of studies, carried out by our research groups, from the Greek educational context on teachers' and immigrant students' views on issues of bilingual acquisition and of heritage language learning and teaching. Albeit including heterogeneous samples and employing quantitative and qualitative…

Previous research has emphasized the importance of language for learning mathematics. This is especially true when mathematical problems have to be extracted from a meaningful context, as in arithmetic word problems. Bilingual learners with a low command of the instructional language thus may face challenges when dealing with mathematical…