Resource Library

In this article, the author utilizes critical and sociocultural approaches to race, language and culture to examine the intersectional experiences of a multiethnic and ~mixed race' cohort of students in an inner-city, working-class neighborhood between their elementary and high school years.

This study explored how ideologies of language and literacy and social and academic identities were constructed and contested during a literature discussion.

This single-case study demonstrates one bilingual Latino youth's out-of-school literacy practices and how he has learned to disconnect them from his academic work.

This paper presents findings from a study of language and ideology among bilingual Chicana/o and Latina/o sixth-graders at a middle school in East Los Angeles.

This research study investigated how the teachers and students at a Persian heritage language class acknowledged and modified their affective behavior based on the affective feedback they received from one another.

Differential skill functioning (DSF) exists when examinees from different groups have different probabilities of successful performance in a certain subskill underlying the measured construct, given that they have the same ability on the overall construct.

Unpacking a dialogic speech event that took place in an ESOL teacher education class, this article explores an instance of struggle over ascribed, commonsense meanings that include some U.S. Americans and exclude others.

Cultured-based pedagogy has been positively related to students' socio-emotional well-being, civic engagement, school motivation and higher academic outcomes, particularly with culturally- diverse students is concerned.

This article examines how the perspectives and experiences of Arab American youth from immigrant communities can help educators think about what it means to teach young people to become active participants in the social, civic, and political spheres within and across the boundaries of nation-states.

This article investigates the need for both a theoretical and a practical way to understand the construction of linguistic and social competence as perceived by emergent bilingual and multilingual students of color in an American urban elementary school.