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Morita-Mullaney, Trish; Renn, Jennifer; Chiu, Ming Ming – International Multilingual Research Journal, 2021
In this study, we used a quasi-experimental, longitudinal design to examine the English language arts (ELA) and mathematics test scores of emergent bilinguals (EBs) in DLBE 50:50 models versus English as a second language (ESL) models in Indiana over four academic school years. With a focus on the midwestern U.S., we bring attention to a…
Descriptors: Longitudinal Studies, Comparative Analysis, English, Language Arts
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Umansky, Ilana M.; Poza, Luis E.; Flores Gutierrez, Misael – International Multilingual Research Journal, 2021
Recent research suggests that English learner (EL) classification can impact students in both positive and negative ways. We do not know enough, however, about what contexts and features of EL education lead to these divergent effects. Because students are classified as ELs at all grade levels, and the structure and content of schooling change…
Descriptors: Experienced Teachers, Teacher Attitudes, English Language Learners, Classification
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Becker, Misha – International Multilingual Research Journal, 2020
Vitoria-Gasteiz, the capital city of the bilingual Basque Autonomous Community of Spain, is a largely Spanish-speaking city: over 90% of the city's population claims Spanish as their native language and less than one-fifth of the city's adult population is bilingual in Basque and Spanish (compare with more than one-third of the population of San…
Descriptors: Foreign Countries, Bilingualism, Language Usage, Bilingual Education
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Yang, Xuexue – International Multilingual Research Journal, 2020
Despite the importance of assessment accommodations, little is known about its use in the context of classroom assessments. To provide guidance for teachers on how to best support their emergent bilinguals during classroom assessments, there may be ideas from large-scale assessments that can be used in the classrooms. This article, a targeted…
Descriptors: Testing Accommodations, Measurement, Bilingualism, Second Language Learning
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Smith, Patriann; Warrican, S. Joel; Alleyne, Melissa L. – International Multilingual Research Journal, 2020
Increasingly, teacher educators are required to prepare teachers for students in mainstream classrooms who are more culturally and linguistically diverse than ever before. Yet, calls for teacher educators to model enactments of curriculum and instruction concerning diversity expected of prospective teachers in U.S. K-12 classrooms have resulted in…
Descriptors: Pronunciation, Teacher Education Programs, Student Diversity, Preservice Teachers
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Paulsrud, BethAnne; Zilliacus, Harriet; Ekberg, Lena – International Multilingual Research Journal, 2020
Both Sweden and Finland have education systems promoting equity and equality. However, recent societal and political changes linked to increased immigration have created new challenges in efforts to support linguistic diversity. This paper aims to explore how multilingualism is represented in the national compulsory school curricula in the two…
Descriptors: National Curriculum, Cross Cultural Studies, Second Language Learning, Second Language Instruction
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Polat, Nihat; Mahalingappa, Laura; Hughes, Elizabeth; Karayigit, Cebrail – International Multilingual Research Journal, 2019
This study examines the effectiveness of a specially designed intervention in changing preservice teacher beliefs about the education of linguistically diverse students. The experiment involved a semester-long online letter exchange with English learner (EL) pen pal partners from two public schools. The research questions included: What effect did…
Descriptors: Culturally Relevant Education, English Language Learners, Preservice Teachers, Teaching Methods
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Martin, Adrian D.; Strom, Kathryn J. – International Multilingual Research Journal, 2016
Despite current demographic imperatives, little is known about how teachers understand, construct, and enact their professional identities in relation to teaching English learners (ELs). This article, an empirical review of the literature on teacher identity and ELs, examines how teacher identity has been investigated among educators working in…
Descriptors: English Language Learners, Professional Identity, Preservice Teachers, Preservice Teacher Education
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de Jong, Ester J. – International Multilingual Research Journal, 2016
The potential of TWI to close the achievement gap for English language learners and to provide both native English speakers and native partner-language speakers with access to a high-quality education with positive academic, language, and sociocultural outcomes is clear. In this article, I argue that the realization of this potential for TWI…
Descriptors: Bilingual Education Programs, Immersion Programs, Second Language Learning, English (Second Language)
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Li, Jennifer; Steele, Jennifer; Slater, Robert; Bacon, Michael; Miller, Trey – International Multilingual Research Journal, 2016
Many educators and policy makers look to two-way dual language immersion as one of the most promising options to close achievement gaps for English learners. However, the programs' effectiveness depends on the quality of their implementation. This article reports on a large-scale study of the implementation of dual language immersion across a…
Descriptors: Teaching Methods, Immersion Programs, Program Implementation, Language Usage
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Oriyama, Kaya – International Multilingual Research Journal, 2016
Maintaining children's heritage language (HL) is a challenging task for linguistic minorities around the world. While many Japanese heritage children in Sydney attend weekend HL schools, they typically discontinue attendance before, or during, secondary school. To date, no longitudinal study has investigated what happens to their HL maintenance…
Descriptors: Communities of Practice, Language Maintenance, Japanese, Heritage Education
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Li, Guofang; Wen, Keying – International Multilingual Research Journal, 2015
Drawing on research about East Asian (mainly Chinese, Korean, and Japanese) heritage language (HL) teaching and learning in three contexts--the home, community heritage language schools, and programs in U.S. K-12 schools--this article discusses the challenges that East Asian subethnic groups face in improving HL education in each context.…
Descriptors: Asian American Students, Elementary Secondary Education, Native Language, Language Maintenance
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Baugh, John – International Multilingual Research Journal, 2015
Many African American students have been tested using speech pathology diagnostics that are ill suited to their distinctive linguistic circumstances. Slave descendants of African origin share a unique linguistic heritage in contrast and comparison to every other immigrant group residing within America. In an effort to overcome the legacy of…
Descriptors: African American Students, Racial Discrimination, Diagnostic Tests, Speech Tests
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Wiley, Terrence G.; Rolstad, Kellie – International Multilingual Research Journal, 2014
This article contextualizes recent developments around issues of language and the new Common Core State Standards (CCSS) in terms of the classic distinction between literates and non-literates in the Great Divide debate. Using a social practices perspective to frame the issues, the authors argue that the CCSS reiterate the debate, and reflect an…
Descriptors: State Standards, Educational Policy, Educational Practices, Politics of Education
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Johnson, Eric J. – International Multilingual Research Journal, 2014
In this discussion, I explore the unfolding effects of Arizona's anti-bilingual education law (Proposition 203) on schools with predominant language-minority student populations. Instead of facilitating academic progress, policies like Proposition 203 impede teachers from "scaffolding" (Long & Adamson, 2012, p. 39) their students'…
Descriptors: Language Minorities, State Legislation, Minority Group Students, Bilingual Education
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