A compulsory foreign language in Finland starts now in Grade 1 instead of Grade 3. The change has forced teachers to adopt new teaching methods. As young learners are not yet literate, teaching should focus on oral skills and awareness of diversity. Video data from 19 early foreign language lessons of five English, German, or French teachers in…

Vocabulary acquisition is a fundamental element of mastering the English language, necessitating a comprehensive lexicon that evolves through experiential learning to facilitate accurate comprehension and production of language. The current study examined the impact of Total Physical Response (TPR) tasks on the vocabulary acquisition of Thai…

Children's writing development is a matter of concern for Australian and other education systems. Factors related to the nature of writing as a literate skill, school writing pedagogy, and diminishing role of writing in a screen-dominant environment may account for this educational concern. What happens in a child's writing when immigrant parents…

There is an urgent need for more ethical and equitable approaches to reading instruction for young emergent bilingual children in English medium classrooms. Translanguaging pedagogies are one approach that may address this issue as they encourage emergent bilinguals to use all of their linguistic and semiotic resources during reading. This study…

This article reports on a longitudinal, quasi-experimental comparison of two English language development (ELD) models implemented from kindergarten through Grade 3 to support oral English language development among Spanish-speaking English language learners (ELLs). Specifically, the study examined oral English language proficiency among students…

In the U.S., the EL student population in public schools continues to grow and it raises the question on how to effectively instruct and prepare these students to achieve academic proficiency. The purpose of this quantitative study is to determine if and to what extent there is a quantitative link between gains from 2nd to 3rd grade where the…

Elementary school children bring a rich diversity of language to classrooms, a richness that often goes undervalued in educational settings in which teachers feel they must and do emphasize dominant ways of using English. The ways in which teachers interact with children about their language use can influence the linguistic belonging of children…

The purpose of this qualitative descriptive study was to explore how kindergarten through third--grade public school educators in diverse classrooms described the influence and challenges of multicultural teaching strategies, with a focus on content integration and knowledge construction, on learners' English language acquisition in Arizona. Two…

Emergent bilingual students in the U.S. often attend English-medium schools where their bi- and multi-lingual language resources are ignored and dismissed. This article draws on a social literacies perspective to explore how a second-grade teacher and her multilingual students re-framed one English-medium classroom to welcome and include…

This article discusses classroom conditions that support the co-creation of dialogic space--where our different ideas and perspectives are in conversation with others such that we might take in what other people are saying and be open to it affecting our thinking. Drawing on ethnographic case study data, we provide context to illustrate ways this…

This article presents seven social justice-oriented model activities for 1st and 2nd grade Korean-English bilingual students. Considering the age and language ability of the target students, two picture books addressing social justice issues were selected as a main instructional material for those activities. Through the suggested model…

In this investigation we propose new machine learning methods for automated scoring models that predict the vocabulary acquisition in science and social studies of second grade English language learners, based upon free-form spoken responses. We evaluate performance on an existing dataset and use transfer learning from a large pre-trained language…

After the COVID-19 pandemic outbreak, the disruption of in-person schooling has significantly affected many students including emergent bilingual students. Designed as an ethnographic study, this research study examines two Spanish-English dual language bilingual education teachers' implementation of translanguaging pedagogies and language…

Framed within the discussions of the knowledge base for language immersion teachers, this article presents a qualitative case study of a first-year Grade 2 French immersion teacher's enactment of his systemic functional linguistic (SFL) knowledge to position his students in a culturally sustaining genre pedagogy. We examined interactive events and…

This investigation aimed to explore the feasibility of implementing the strategic and interactive signing instruction (SISI) framework and its potential to enhance the signed composition skills of four deaf students in a first/second-grade classroom. SISI was adapted from the existing strategic and interactive writing instruction (SIWI) framework…