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Showing all 12 results Save | Export
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Wawire, Brenda Aromu; Zuilkowski, Stephanie Simmons – International Multilingual Research Journal, 2021
The present study explored the role of vocabulary and decoding skills in predicting reading comprehension, utilizing data from 322 first- grade children from four elementary schools in Kenya. The children were administered a comprehensive battery of tests to assess pseudo-word reading skills, oral reading fluency, reading comprehension, and…
Descriptors: Vocabulary Development, Decoding (Reading), Language Skills, Reading Comprehension
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Arnaus Gil, Laia; Müller, Natascha; Sette, Nadine; Hüppop, Marina – International Multilingual Research Journal, 2021
This article examines factors that promote active multilingualism. For this purpose, the "Peabody Picture Vocabulary Test" was used with 48 children. Their results were linked to a parental questionnaire designed to evaluate the children's linguistic input in their immediate environment. The study shows that, besides a minimum amount of…
Descriptors: Bilingualism, Multilingualism, Family Relationship, Language Usage
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Song, Juyoung; Park, Mi-Hwa – International Multilingual Research Journal, 2021
This article, a qualitative case study of two early childhood teachers, examines the ways the teachers provide young English learners (ELs) with "emotional scaffolding" -- prioritizing and mobilizing certain emotions in order to enhance learners' engagement and comprehension of content areas. The data analysis of participant observations…
Descriptors: Scaffolding (Teaching Technique), Professional Identity, Teacher Background, Preschool Teachers
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Shin, Nami – International Multilingual Research Journal, 2020
Using student-level longitudinal data from one large urban school district, I examine Long-term English Learners' (LTELs) characteristics and their linguistic and academic performance in comparison to on-track English learners and initially fluent students. I also investigate what factors are related to their becoming LTELs. This study focuses on…
Descriptors: English Language Learners, Urban Schools, Longitudinal Studies, Student Characteristics
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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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Martínez, Ramón Antonio; Durán, Leah; Hikida, Michiko – International Multilingual Research Journal, 2017
This article explores the interactional co-construction of identities among two first-grade students learning Spanish as a third language in a Spanish-English dual language classroom. Drawing on ethnographic and interactional data, the article focuses on a single interaction between these two "Spanish learners" and two of their…
Descriptors: Self Concept, Elementary School Students, Ethnography, Spanish
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Ballinger, Susan – International Multilingual Research Journal, 2017
Previous studies have shown that immersion students tend to speak the majority language during peer interactions, regardless of the language of instruction or their dominant language. Researchers have argued that the societal status of the majority language presents an obstacle to providing equitable support for both languages of instruction. To…
Descriptors: Peer Relationship, Language Usage, Second Language Learning, Second Language Instruction
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de Oliveira, Luciana C. – International Multilingual Research Journal, 2016
The number of English language learners (ELLs) in the United States has increased dramatically. Given this increase it is vital for teacher education programs at the pre-service level and professional learning programs at eh in-service level to address the needs of ELLs. This article presents a teacher preparation model--"a language-based…
Descriptors: English Language Learners, English (Second Language), Second Language Learning, Mainstreaming
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Palmer, Deborah K.; Henderson, Kathryn I. – International Multilingual Research Journal, 2016
This article explores the placement practices of students into different educational programs in PreK-first grade, including two bilingual education programs and an ESL "mainstream" classroom. We then examine the discourse practices of four third-grade teachers and the school principal. Our findings suggest that initial program placement…
Descriptors: Bilingualism, Bilingual Education Programs, English (Second Language), Second Language Learning
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Henderson, Kathryn I.; Palmer, Deborah K. – International Multilingual Research Journal, 2015
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,…
Descriptors: Program Implementation, Ideology, Educational Practices, Grade 3
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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