Comprehensively updated, the second edition is a user-friendly resource for teachers and administrators to ensure their school's success in implementing and maintaining a dual language program. The book is filled with step-by-step instructions and strategies you can try immediately. The second edition includes key updates on technology, digital…

This study explores the multifaceted experiences and perspectives of teachers, students, and parents regarding the implementation of English medium instruction (EMI) in community schools in Nepal. Utilising a qualitative case study research design, semistructured interviews were conducted with key stakeholders to uncover the challenges and…

The Wallace Foundation's Partnerships for Social and Emotional Learning Initiative is a six-year initiative that The Wallace Foundation launched in 2017 to explore whether and how children benefit when schools and their out-of-school-time programs partner to improve social and emotional learning (SEL), as well as what it takes to do this work.…

The Federated States of Micronesia National Department of Education (FSM NDOE) requested support from the Region 18 Comprehensive Center (R18CC) to build National and State-level knowledge of effective practices in bilingual and multilingual education. This scan offers an overview of evidence-based practices for implementing and evaluating the…

The article explores the intersection of equity goals and language ideologies within a dual language bilingual education (DLBE) language policy context. We present two DLBE teachers, Karina and Marisol, and explore their language ideologies and professional conviction towards equitable learning opportunities for their students. We investigate how…

Using a low-inference observation instrument, we investigated the effect of an ongoing, intensive, and structured virtual professional development (VPD) based on the fidelity of implementation (FOI) across treatment and control conditions in a randomized controlled trial validation study implemented in 116-bilingual classrooms in seven Texas…

According to 2016-2017 school enrollment data, 31.6% of K-5 students were English Learners (ELs) in the San Francisco Unified School District (SFUSD). Of the many languages spoken at home by students, the most popular languages other than English are Spanish (19.14%) and Cantonese (15.88%). To respond to their needs, SFUSD offers programming that…

Content and Language Integrated Learning (CLIL) is a pedagogic approach that has developed in response to the demand for integrating education in both school/university subjects and language skills. Our paper is devoted to the implementation of CLIL programmes in Public Administration within a particular sociolinguistic context: that of Russian…

This article looks at the characteristics of Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL) in order to examine their similarities and differences. The analysis shows that CBI/CLIL programmes share the same essential properties and are not pedagogically different from each other. In fact, the use of an L2 as…

The International Baccalaureate (IB) has expanded in Latin America. Drawing from a larger multi-sited qualitative case study, we examined the challenges associated with the implementation of the IB Primary Years Programme (PYP) in a Colombian and bilingual context. Findings highlight (1) the intersecting nature of challenges associated with the…

This article provides an in-depth exploration of the language ecologies of two classrooms attempting to implement a two-way dual language (TWDL) program and its mediating conditions. Drawing on ethnographic methods and a sociocultural understanding of language, we examined both teachers' and students' language ideologies and language practices,…

Though it is estimated that about half of the world's population is bilingual, the estimate for the United States is well below 20% (Grosjean, 2010). Amid growing recognition of the need for second language skills to facilitate international commerce and national security and to enhance learning opportunities for non-native speakers of English,…

Since Do Coyle and Hugo Baetens Beardsmore published their Special Issue on "Research on Content and Language Integrated Learning (CLIL)" in the "International Journal of Bilingual Education and Bilingualism" in 2007, there has been a great deal of interest and debate about the approach, which under the umbrella term of Content…

In 2009, the then State Minister for Education in New South Wales, Verity Firth, announced a plan to introduce bilingual education in four primary schools across the state for the National Asian Languages and Studies in School Program (NALSSP) priority languages: Chinese, Indonesian, Japanese and Korean. This paper reports on one aspect of a…

The purpose of this study was to formulate and conduct a needs assessment identifying which present factors may contribute to the implementation of a bilingual education program using Jamaican Sign Language and Jamaican Standard English (JEBE) at The Caribbean Christian Centre for the Deaf, a non-governmental school serving deaf children in…