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García, Georgia Earnest; Sacco, Lena J.; Guerrero-Arias, Beatriz Eugenia – Reading Teacher, 2020
Spanish-English cognates (words from ancestrally related languages similar in appearance and meaning) are plentiful in students' reading materials, but few researchers have documented elementary-age bilingual (Spanish-English) students' actual use of cognates. The authors drew from two qualitative research studies to show how bilingual students…
Descriptors: Teaching Methods, Spanish, English (Second Language), Second Language Learning
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Bacon, Chris K. – Journal of Teacher Education, 2020
Teacher education has redoubled efforts to prepare a predominantly monolingual teaching force for linguistic diversity in U.S. schools. Some jurisdictions are requiring specific teacher preparation, such as mandated Sheltered English Immersion (SEI) endorsement in Massachusetts, the context of this study. Previous research has explored the…
Descriptors: Monolingualism, Ideology, Preservice Teachers, Beginning Teachers
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Lowenhaupt, Rebecca; Bradley, Sarah; Dallas, Joi – Leadership and Policy in Schools, 2020
In US public schools, linguistic diversity is growing rapidly with an increasing number of students who are learning English. Federal and state policies lay the foundation for language acquisition through (re)classification processes for English Learners (ELs). However, the classification process runs the risk of establishing separate services for…
Descriptors: Public Schools, Student Diversity, Language Usage, English Language Learners
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Cruze, Angela; López, Francesca – Leadership and Policy in Schools, 2020
We present case studies of elementary school leaders in an Arizona district with a large enrollment of Latinx Spanish-speaking students who qualify for English language development services. The Culturally and Linguistically Diverse Leadership dimensions are used as a lens to examine how school leaders navigate Arizona's restrictive language…
Descriptors: Elementary School Students, Educational Quality, Equal Education, School Districts
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Proctor, C. Patrick; Silverman, Rebecca D.; Harring, Jeffrey R.; Jones, Renata Love; Hartranft, Anna M. – Reading Research Quarterly, 2020
Students are expected to comprehend and produce increasingly complex texts in upper elementary school, and academic language and literacy skills are considered critical to meeting these expectations. Notions of academic language are also controversial and require careful deliberation when applied to traditionally minoritized populations, including…
Descriptors: Bilingual Education, Bilingual Students, Reading Instruction, Academic Language
Children Now, 2020
California has long been on the cutting edge of social and political change. This trendsetting continues today on issues from addressing climate change to supporting immigrant communities to ensuring equal rights for all. But, when reviewing the grades of this year's California Children's Report Card, it is difficult not to ask the question: why…
Descriptors: Well Being, Health Insurance, Child Health, Accountability
Children Now, 2020
The 2020 Pro-Kid Policy Agenda for California is the comprehensive roadmap at the state level to ensure that all children have the necessary supports to reach their full potential. California has an obligation to tear down the structural barriers to all kids, especially kids of color, from growing up healthy, safe, and ready for college, career,…
Descriptors: Educational Policy, State Policy, Equal Education, Child Health
Hamman-Ortiz, Laura – Educational Leadership, 2020
Laura Hamman-Ortiz, a language and literacy researcher, discusses Translanguaging, an emerging instructional theory that challenges traditional understandings of bilingualism view the different languages used by a student as distinct skill sets. By contrast, translanguaging reframes bilingualism as a flexible linguistic activity that is intimately…
Descriptors: Code Switching (Language), Translation, Bilingualism, Bilingual Students
Barrera, Angela; Keppler, Lauren; Becker, Melody – Educational Leadership, 2020
At J. Sterling Morton High School District 201 in Cicero, Illinois, nearly 65 percent of the students are English learners. In 2014, the school started looking into how to create a culture where multilingual students were considered an asset. They created a dual-language program with an emphasis on pride and changing the status of bilingualism in…
Descriptors: Bilingual Students, Urban Schools, High School Students, Hispanic American Students
Fine, Caitlin G.; Strong, Kimberly; Palmer, Deborah – Educational Leadership, 2020
Language ideologies--the way our ideas about language and accent both reflect and are informed by our ideas about people and society--influence us in subtle, often subconscious ways. They can shape classroom practices and potentially create barriers to student learning. In this article, learn about two especially harmful language ideologies that…
Descriptors: Language Attitudes, Ideology, Teacher Attitudes, Classroom Techniques
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Bradbury, Alice – Race, Ethnicity and Education, 2020
This paper combines tools from policy sociology with those from Critical Race Theory (CRT) to build a framework for a CRT-based education policy analysis, based on a set of questions about the relationship between policy and racial inequalities. Drawing on a case study of assessment policy in England, the paper examines how tools from both bodies…
Descriptors: Foreign Countries, Critical Theory, Race, Educational Policy
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Clay, Casey J.; Bloom, Sarah E.; Slocum, Timothy A.; Samaha, Andrew L.; Callard, Chase H. – Journal of Applied Behavior Analysis, 2020
We conducted a stimulus preference assessment to identify preference for praise delivered in English versus Spanish for bilingual students. Next, a concurrent-operant reinforcer assessment was used to evaluate the reinforcer efficacy of praise in each language. Participants showed limited to no preference for one language over another. One…
Descriptors: Students with Disabilities, Children, Bilingual Students, Positive Reinforcement
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Kim, So Jung; Kwangok, Song; Carrola, Paul A. – Multicultural Learning and Teaching, 2020
Despite a recent increase in the number of studies examining diversity in a contemporary society in relation to gender/sexuality, family, culture, and bilingualism; no study has investigated the intersections of these four areas. The current study discusses the results of an empirical study that explored how discussions about books depicting…
Descriptors: Mexican Americans, Bilingual Students, Kindergarten, Gender Issues
Kelly, Mason – Office of Planning, Research and Evaluation, 2020
Office of Planning, Research, and Evaluation's (OPRE's) Division of Child and Family Development (DCFD) is responsible for research and evaluation related to Head Start programs, early childhood development, childcare, child maltreatment, and child welfare services. OPRE's research in the area of child and family development focuses on young…
Descriptors: Child Development, Family Environment, Early Childhood Education, Child Welfare
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Bailey, Alison L. – Theory Into Practice, 2020
This article addresses the importance of supporting specific language practices of emergent bilingual students in classroom settings that are tied to the development of disciplinary knowledge. The author focuses on explanatory talk support in teaching by contingent responding and encouraging children to make meaning of mathematics concepts and…
Descriptors: Mathematics Instruction, Language Usage, Bilingual Students, Mathematical Concepts
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