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With increasing cultural and linguistic diversity in today’s classrooms, a growing body of research continues to explore the varied ways in which digital tools and multiple modalities can tap into emergent bilingual students’ academic and linguistic strengths. To understand the empirical landscape of this growing research, the authors systematically reviewed the literature on emergent bilinguals and digital multimodal composition in secondary classrooms. Through an inductive approach, the authors analyzed 70 studies to understand key findings and characteristics of the extant research. Five main themes of findings emerged across the research. First, a majority of studies illustrated how digital multimodal composing supports emergent bilingual students’ identity expression. With expanded opportunities to share ideas through multiple modes, students used their projects to bridge transnational identities, (re)present themselves, and communicate in empowering ways. Second, nearly half of the studies emphasized how the integration of digital multimodal projects can reshape classrooms by challenging language ideologies, transforming the classroom as a locus for social justice, and expanding temporal and spatial boundaries as students compose for multiple audiences. Third, many studies demonstrated how emergent bilinguals develop as designers and leverage the unique semiotic resources of multiple modes when composing. Fourth, approximately a third of the studies showed how multimodal composition offers emergent bilinguals opportunities to expand their existing linguistic repertoires. Finally, a quarter of the studies illustrated the potential of multiple modes to mediate learning during composing processes. The authors discuss the implications of these themes and critical new directions for future research on digital multimodal composing with emergent bilingual students.

Multilingual learners (MLs) represent an increasing proportion of public school students. Although much attention has been given to their academic performance in English language arts and math, less research has addressed their academic performance in science, particularly in elementary school. This study leveraged nationally representative data from the Early Childhood Longitudinal Study of 2010–2011 to document the science test score trajectories of MLs from kindergarten through fifth grade. Using descriptive statistics and regression analyses, our findings document wide variation in elementary science test performance among subgroups of MLs while also documenting the rapid gains this group makes in science performance across the elementary years compared with non-MLs. Our study is among the first to use nationally representative data to examine science learning trajectories of MLs and provides a foundation for policy, practice, and future research aimed at understanding how the linguistic assets of MLs promote science learning.

This comparative case study explores the use of Spanish, Arabic, and English in two elementary classrooms where instruction is delivered primarily in English and teachers and students do not share proficiencies in students' home languages. Using methods derived from ethnography of communication, the study examines how languages other than English (LOTEs) become part of a community's shared repertoire of meaning-making resources. Furthermore, it examines how these resources shape and were shaped by the classroom community of practice. Discourse analysis of four separate classroom interactions shows that Spanish, Arabic, and English facilitated opportunities for classroom community members to negotiate new tools, activities, and forms of engagement, yet not all uses of LOTEs afforded students' meaning making in their communities of practice. Specifically, this study shows that LOTEs can be productively included in English-dominant environments, but community responsiveness to language use is critical for this success. Findings also reveal that multiple features of the classroom community, including member roles, community negotiation, and opportunities to engage in extended discourse, shaped meaning making with LOTEs. This study concludes with recommendations for leveraging LOTEs in similar classroom contexts.

In line with the fiscal, structural, and academic shifts in higher education, a growing number of universities in English-speaking countries develop and deliver short-term study-abroad (STSA) programs that are shorter than a regular academic term, often under contract with sending universities and governments from non-English-speaking countries. Distinct from the well-established scholarship in SA largely focused on American and European university students going abroad to improve their foreign language skills (c.f., Kinginger, 2008; Mitchell, Tracy-Ventura, & McManus, 2017), there is an emerging area of inquiry in which Anglophone institutions of higher education host students and (para) professionals from non-English-speaking countries for academic and cultural enrichment, as well as for English language teaching. To address the nascent transnational trend, broadly related to ESL in higher education, this article provides an overview of the current state and prospects associated with STSA. After laying out the groundwork for SA, this article identifies the unique scope and potential area of inquiry related to STSA hosted by Anglophone institutions of higher education. The overview article then proposes a potential research agenda that encompasses sojourner identity, goals, and practices vis-a-vis institutional goals and practices at the intersection of SA and TESOL.

Increasingly, educational research suggests that translanguaging pedagogies can provide meaningful supports for English language learners. Yet, few studies examine how multilingual teens in English‐dominant settings independently translanguage to make sense of school and achieve their goals. In this study, we review definitions of translanguaging and shed light on the rich translanguaging practices of four transnational, multilingual teens in high school and middle school. Holding the view that pedagogical moves should be developed in response to particular groups of learners, we show teens' agentive use of translanguaging and connect these to implications for practice in secondary schools. Free author podcast

In this Teaching Tip, we share three literacy activities for teachers working with emergent bilinguals. Leveraging students’ heritage languages in instruction holds rich opportunities for literacy achievement. Translanguaging pedagogies encourage emergent bilinguals to use the full range of their linguistic repertoires when making meaning in the classroom. We describe three snapshots of three different classroom activities that welcome, leverage, and develop students’ heritage languages in literacy instruction through translanguaging pedagogies. These activities include using text features with heritage language newspapers, summarizing when writing bilingual book reports, and using translating and home photos when creating eBooks. We conclude with implications for both student and teacher learning.

This study examined how middle-grades language arts teachers learned to integrate a small-group collaborative translation activity into their teaching practice. We discuss what we call pedagogical translation as an emergent social practice, in which translation routines that are familiar to multilingual students may be leveraged toward instructional goals in a mainstream language arts class. The data were drawn from a classroom teaching experiment iteration of a larger design-based research study, whose goal is to create a fully developed instructional protocol useful to all teachers in linguistically diverse language arts classrooms, but especially teachers with limited or emerging proficiencies in languages other than English. We position pedagogical translation as a paradigm case of translingual pedagogy-instructional approaches designed to leverage the full range of emerging bilinguals' linguistic resources-and we focus our analysis on the agentive participation of teachers as they integrate new translingual routines into their instructional practice. Using a conjecture mapping procedure, we describe the evolution of an instructional theory for how pedagogical translation can be leveraged toward literacy learning objectives. We present qualitative narratives describing how participating teachers made locally situated design choices that meshed new routines with existing instructional practice, documenting trajectories of teacher participation as agentive designers of translingual pedagogy.

In this article, three teacher educators share how English language arts teachers can implement collaborative translanguaging in secondary settings.

Adolescents often use root word and affix knowledge to figure out unknown words. Anglin (1993) found that younger readers favor the Part-to-Whole strategy, and Tyler and Nagy (1989) confirmed the importance of root-word knowledge for middle school students. This study seeks to understand the different strategies middle school readers use so that teachers can leverage these approaches in future morphological instruction. The authors interviewed 20 seventh- and eighth-grade students from two middle schools in the Southeastern United States. Males and females were represented evenly across sites. They chose these two schools because each served populations of either proficient or struggling readers and could showcase the problem-solving strategies used by these different groups of readers. Study data were collected through 20-minute interviews led by the authors of this article. Students were asked to problem solve 12 morphologically complex words, with follow-up questions about their problem-solving processes. Because they focused on how students might use morphology beyond orthography and phonology, when students mispronounced a word, the interviewer gave them the correct pronunciation. Based on their findings, the authors discuss strategies and make instructional recommendations to support students in determining word meanings. The article concludes that although only part of comprehensive vocabulary instruction, morphological problem-solving strategies can be powerful tools in a student's literacy tool belt. Their analysis suggests students use sophisticated strategies when trying to figure out the meanings of morphologically complex words. (Contains 6 figures and 3 tables.)

Brandon and Pacheco explore the concept of translingual practice. The concept supports teachers in getting to know newcomer students beginning to develop proficiency in English. While using pictures, body language, or even home languages with language learners is certainly not a new or revolutionary idea, these instructional approaches can be easily overlooked when teachers are faced with the immediate task of teaching English to newcomers. Similarly, while incorporating students' backgrounds in instruction is encouraged in most approaches for newcomers, making space in the curriculum to do so can be challenging when trying to meet grade-level content standards.