Resource Library

While participating in the Bilingual Teacher Research Forum (a teacher inquiry group), I decided to do research in my classroom to investigate the ways in which emergent bilinguals (EBs) expanded their appreciation and understanding of writing in English as a second language.

Latino dual language children typically enter school with a wide range of proficiencies in Spanish and English, many with low proficiency in both languages, yet do make gains in one or both languages during their first school years.

This paper describes the ways in which New York City schools have responded to the multilingualism of its children in the last 40 years, and suggests changes needed in order to accommodate the greater linguistic heterogeneity of the city.

Biliteracy is a greater and more complex form of literacy than monoliteracy. This paper provides a brief review of the research in the area of biliteracy in immersion contexts, and culminates by setting a research agenda for the coming decade.

This longitudinal study modeled growth rates, from ages 24 to 36 months, in English, Spanish, and conceptual (i.e., combination of English and Spanish vocabulary items in terms of known concepts) productive vocabulary among 36 children from low-income homes.

Using nationally representative data from the ECLS-B, we examined children's outcomes and growth from 9 to 65 months as a function of language used in the home at 24 months (English only n = 7300; English and another language n = 1500; other language only n = 400).

This article describes the results of a comprehensive review of the research literature from 2000 to 2011 evaluating the effects of early care and education practices on the developmental outcomes of dual language learners (DLLs) from birth through 5 years of age.

Given the increasing numbers of Latino children and, specifically, of dual-language learning Latino children, entering the U.S.

This article discusses the use of a reading curriculum designed to incorporate all of the proven practice components of reading as suggested in the United States National Reading Panel report (National Institute of Child Health and Human Development, 2000).

Undocumented migration is a major demographic trend, yet both under researched and under-theorized. This is particularly the case for undocumented students in the U.S., as most studies that target this population have spotlighted extraordinary adolescents (e.g., Gonzales, 2008).