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Using the Early Childhood Longitudinal Study, Kindergarten Cohort, this study examines the role that bilingualism plays in children's academic developmental trajectories during their early school years, with particular attention on the school environment (N = 16,380).

Learn about the successes, progress, and challenges faced by tribal communities in various stages of preserving, revitalizing, or reclaiming their tribal language.

Young children's expected social behaviors develop within particular cultural contexts and contribute to their academic experience in large part through their relationships with their teachers.

This report discusses a set of Dual Language Learner Teacher Competencies (DLLTC). These competencies are seen as integral to the preparation of prospective teachers who wish to successfully work with dual language learners.

The purpose of the present study was to examine the relationships among proportion of instruction in Spanish, observed classroom quality, and preschool-aged children's academic skills.

Academic language, the register necessary to be successful in school, has been widely studied in recent years.