The current study examined self-reported first language (Spanish) language reading and writing ability and behavior and relationships with digit span and stroop task performance. A battery of assessments and questionnaires was administered to 81 sequential Spanish-English bilingual university students in the U.S., for whom the sole language of…

This study was part of a larger three-year investigation of the effectiveness of a small-group, content-focused (science, social studies) preschool shared book reading vocabulary intervention implemented with Spanish-speaking emergent bilinguals enrolled in a one-way dual-language bilingual program. A subset of bilingual preschool teachers (N =…

This qualitative study explores the language ideologies of three elementary Spanish/English Dual Language teacher candidates (DLTCs) within the contexts of an elementary Teacher Education (ELTEP) program and their field placements in Dual Language Bilingual Education (DLBE) classrooms. Using language ideologies and Bourdieu's conceptualization of…

Based on our impression of a tremendous increase in research in L1-based multilingual education (MLE) worldwide in recent years, our small team of multilingual, multicultural researchers began a stocktaking project in 2017. Our aim was to create an open-access, searchable database of annotated references to research on policy and practice in the…

Cross-linguistic influence has been observed across all domains of language. However, nothing is known about the role of cross-linguistic influence in bilingual speakers' use of vocal fry. Several recent studies have identified an upsurge in the use of vocal fry among female speakers of American English. We sought to identify cross-linguistic…

This study evaluates the Dual Language Program (DLP) implemented at a Title I public school in Baltimore City during the 2019-2020 and 2020-2021 school years. Building on previous research, the DLP's implementation, sustainability, and effects on students' learning outcomes were examined. Utilizing a mixed-methods approach, the study's second…

Show-and-Tell activity provides emergent bilingual (EB) children with an opportunity to engage oral language skills to support their developing bi/literacy. In dual language bilingual education (DLBE) preschool programs, teachers utilize translanguaging practices to facilitate communication, scaffold learning, and encourage participation. Using a…

Studies on multilingual word learning have focused on identifying a bilingual advantage over monolingual peers, paying little attention to the relationships between bilinguals' existing vocabulary size and novel word learning. This study compared monolingual and bilingual school-age children on word learning tasks in familiar and unfamiliar…

This 2-year case study is a phenomenology of belief-change resulting from a specific curricular re-configuration. It follows Álvaro, a Master of Arts in Teaching Spanish student, from the first week of classes until graduation, as he completed a 4-semester program. Seeking to stimulate a move toward conscientização, the pilot curriculum included a…

Extensive evidence indicates that early vocabulary skills predict later reading development among monolingually developing children. Some evidence suggests that a relationship between vocabulary and later reading also holds across languages among children whose home language differs from the school language. However, these findings have been mixed…

The present study expands the literature on the Foreign Language Effect by investigating differences in moral judgment for 280 English-Spanish late bilinguals when processing the button and bridge moral scenarios of the canonical trolley dilemma (Thomson, 1985) in an online questionnaire in either a native (NL), foreign (FL), or code-switched (CS)…

In the United States nearly one third of children under five live in homes where a non-English language is spoken. However, many of these language-minority (LM) children shift towards English monolingualism after beginning school in early childhood. While language input and usage are central to acquisition and maintenance in each language, less is…

This state-of-the-art paper is centered on bilingual education teachers' linguistic qualifications with special reference to Spanish competencies needed to meet the needs of emergent bilingual education learners in the U.S. The paper spans over a forty-year period drawing on the experiences and related publications of the principal author…

In bilingual children, more so than in monolingual children, comprehension abilities exceed production abilities. While this receptive-expressive gap in bilinguals has been well documented, little is known about its development. The present study tracked growth in the Spanish and English receptive and expressive vocabularies of 52 bilingual…

The purpose of the current study was to examine the influence of L1 (i.e. Spanish) receptive vocabulary on both expressive and receptive knowledge of target vocabulary words taught through L2 (i.e. English) instruction and intervention. Participants were Bilingual US kindergarten students determined to be at-risk based on English receptive…