This study investigates the use of metacognitive strategies by young emergent multilingual students in a translanguaging pedagogy scenario. From a multilingual perspective, we understand metacognition as a broader concept that refers to the learning or thinking processes that encapsulate metalinguistic and crosslinguistic awareness. We focus on…

This study examined the relation between middle school Dual Language Learners' (DLLs'; N = 413; M age = 11.66 years old; 87.1% Latino; female = 234, male = 179) reading comprehension skills and their teachers' (N = 32; M age = 36.53 years; 81.3% Caucasian; female = 27, male = 5) questioning practices across the school year. This study also…

This research analyzes data collected by the Young Lives project on childhood poverty. It addresses the effect of socio-demographic, individual, and linguistic variables -- focusing on the latter -- on reading comprehension in Spanish by 502 Peruvian Quechua-Spanish bilingual children aged 8 years. The regression model tested explained 46% of the…

This case study focuses on the diverse discourses Latinx bilingual students bring to class to make sense of power relations in the world. The study implements critical literacy practices such as read-alouds, discussions, writing, and drawing activities that help students critique and disrupt power discourses embedded in texts and visuals. With the…

This study aimed to clarify the relations between morphological awareness and literacy skills in Spanish and English in young simultaneous bilingual learners. Guided by theoretical perspectives on the associations between morphological awareness and word- versus sentence-level literacy skills, and their transfer between bilinguals' two languages,…

This study investigated contributors of English reading comprehension outcomes among predominantly U.S.-born 1st- and 3rd-grade (N = 73) dual language learners (DLLs) from Spanish-speaking, low-income homes who attend English-only instructional schools in the Southern region of the United States, which is experiencing historic rates of school-age…

Parents play a crucial role in shaping children's emergent literacy through shared book reading. Shared book reading can foster literacy acquisition, promote vocabulary development, and improve print awareness, phonological awareness, and story comprehension (e.g., Bus et al., 1995; De Temple & Snow, 2003; Mol et al., 2008; Snow et al., 1998).…

Dialogic teaching represents an orientation toward classroom dialogue that surfaces student ideas, allows students to encounter and dialogue with each other's ideas, and privileges divergent understandings. This orientation shows considerable pedagogical promise. Yet, particularly in schools serving economically marginalized and/or linguistically…

Purpose: The purpose of the current study was to examine the role that the first language (L1), Spanish, at Pre-Kindergarten plays in predicting second language (L2), English, word reading in first grade. In addition, it examines the role of conceptual vocabulary in predicting word reading in English. Method: As part of a longitudinal study of…

A qualitative think-aloud study, informed by social literacies and holistic bilingual perspectives, was conducted to examine how six emergent bilingual, Mexican American, fourth graders approached, interacted with, and comprehended narrative and expository texts in Spanish and English. The children had strong Spanish reading test scores, but…

Through the presentation of two bilingual reader profiles, this article will illustrate how miscue analysis can act as a culturally relevant assessment tool as it allows for the study of reading across different spoken and written languages. The research presented in this article integrates a socio-psycholinguistic perspective to reading and a…

The purpose of this study was to examine how fourth-grade Spanish-English speaking bilingual students in the USA participated differently in English-as-a-second-language (ESL) literature groups when they were invited to use all of their linguistic resources vs. when they were restricted to communicate in English only. The theoretical underpinning…

Efforts to improve educational outcomes for English learners often focus on "academic language," but unfortunately the field lacks a clear, agreed-upon definition of the concept. This article reports on a design research study that focused on students' engagement in one academic practice over several months: reading and discussing…

The purpose of this study was to determine if educators were capitalizing on bilingual learners. use of their biliterate abilities to acquire scientific meaning and discourse that would formulate a scientific biliterate identity. Mixed methods were used to explore teachers. use of biliteracy and Funds of Knowledge (Moll, L., Amanti, C., Neff, D.,…

Examined the influence of the social use and the history of acquisition of Euskera on comprehension and recall of two versions (Euskera-Castilian) of a scientific text read by bilingual high school and college students. Results suggested that both extensive social use and an active history of acquisition of a language improve the level of…