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Inhalt: Introduction -- Theoretical and methodological frameworks -- Policy into practice -- Teachers in multilingual mainstream classrooms: enacting inclusion -- Teachers talking. the discourses of collaborating teachers -- The discursive positionings of teachers in collaboration -- Teacher collaboration in support and withdrawal modes -- Teaching partnerships -- Content based language learning and language based content learning. learning a secondary language in the mainstream -- Bilingual teachers and students in secondary school classrooms. using Turkish for curriculum learning -- Mediating allegations of racism. bilingual EAL teachers in action -- Conclusion.

Purpose: The purpose of this study was to investigate typical Spanish-English speech sound development longitudinally in a group of bilingual preschoolers enrolled in a Head Start Program and to examine the extent to which such development is linked to language proficiency. The study also aimed to identify whether speech development is related cross-linguistically and to improve our understanding of error patterns in this population. Method: Thirty-five bilingual preschool children produced single-word speech samples in Spanish and English both at the beginning of their first and their second year in a Head Start Program. Conversational samples in both languages were also collected at these data points to calculate mean length of utterance in words (MLUw) and thus assess the children's linguistic proficiency. The phonetically transcribed speech samples were compared over time in terms of segmental accuracy measures and error pattern frequencies. Correlation analyses were run to examine the relation between segmental accuracy measures across languages and between speech sound production and MLUw. Results: One-way within-subject analysis of variance revealed significant improvements in accuracy over time in both languages, but not always for cross-linguistically unshared segments, nor for all consonant manner classes. Overall error rates decreased over time in both languages; although, certain error types showed no change. Cross-linguistic interactions were low in both languages. The results also revealed significant cross-linguistic correlations in segmental accuracy between Spanish and English, as well as between MLUw and speech sound production in both languages on a range of measures, with language-specific differences in Year 2 of the Head Start Program, but not in Year 1. Conclusions: This study is the first to document developmental changes in the speech patterns of Spanish-English bilingual preschool children over 1 year. Accuracy rates improved significantly in both languages, suggesting that enhanced exposure to the majority language at school may not impede phonological development in the home language. Bootstrapping effects were particularly pronounced on cross-linguistically shared sounds, which suggests that the same underlying skills are utilized in both languages, whereas language-specific singleton consonants and consonant clusters did not appear to benefit from exposure to the other language. The results also suggest an intricate link between phonological skills and morphosyntactic performance at the early stages of development, but a more complex pattern thereafter with differences that may be based on language-specific phonological properties.

This symposium article, to which three authors contribute distinct parts, presents the rationale for standards-based language assessment and examines both the uses and misuses of language assessments in English-speaking countries that are engaged in standards-based education reform. Specifically, they focus on the assessment of emergent bilinguals (also referred to as English language learners or English as an additional language students). The first part lays out the intentions and challenges of standards-based language assessment for emergent bilinguals, focusing on validity concerns. The second part describes classroom-based teacher-led assessments of emergent bilinguals in England, which carry high stakes along with the national standardized tests. This contrasts with what is happening in the United States where, as the third part describes, the main focus is on high-stakes standardized testing for purposes of accountability. In addition to the challenges inherent in attempts to measure language in meaningful ways, a thread cutting across the authors' accounts is the widespread practice of high-stakes standardized testing. The U.S. and English cases show how issues of validity arise when emergent bilinguals are simply included into assessments intended for English monolinguals without appropriate differentiation, and when an assessment is used for purposes beyond what it was designed to do. As all of the authors of this symposium article contend, assessments—particularly when standardized—hold the potential to dominate standards-based education reform efforts when they are ultimately summative and attached to severe consequences.

This article examines the multilingual and multimodal practices of British Chinese children in complementary school classes from a multicompetence perspective. Using classroom interaction data from a number of Chinese complementary schools in 3 different cities in England, the article argues that the multicompetence perspective enables a holistic look at codeswitching and modeswitching by multilingual children of minority ethnic background and helps to highlight creativity and criticality—2 important and closely related concepts that have hitherto been underexplored in multilingualism research.

This study investigated whether the effect of exposure to code-switching on bilingual children's language performance varied depending on verbal working memory (WM). A large sample of school-aged Spanish-English bilingual children (N = 174, Mage = 7.78) was recruited, and children were administered language measures in English and Spanish. The frequency with which the children were exposed to code-switching was gathered through parent report. For children with high verbal WM, greater exposure to code-switching was associated with higher levels of language ability. In contrast, for children with lower verbal WM, greater exposure to code-switching was associated with lower levels of language ability. These findings indicate that children's cognitive processing capacity dictates whether exposure to code-switching facilitates or hinders language skills.

Purpose: The purpose of this study is to examine changes in English past tense accuracy and errors among Spanish-English bilingual children with typical development (TD) and developmental language disorder (DLD). Method: Thirty-three children were tested before and after 1 year to examine changes in clinically relevant English past tense errors using an elicited production task. A mixed-model linear regression using age as a continuous variable revealed a robust effect for age. A 4-way repeated-measures analysis of variance was conducted with age (young, old) and language ability group (TD, DLD) as between-subjects variables, time (Time 1, Time 2) and verb type (regular, irregular, and novel verbs) as within-subject variables, and percent accuracy as the dependent variable. Subsequently, a 4-way repeated-measures analysis of variance was conducted to measure the overall distribution of verb errors across 2 time points. Results: Overall, children produced regular and novel verb past tense forms with higher accuracy than irregular past tense verbs in an elicitation task. Children with TD were more accurate than children with DLD. Younger children made more improvement than older children from Time 1 to Time 2, especially in the regular and novel verb conditions. Bare stem and overregularization were the most common errors across all groups. Errors consisting of stem + ing were more common in children with DLD than those with TD in the novel verb condition. Discussion: Contrary to an earlier report (Jacobson & Schwartz, 2005), the relative greater difficulty with regular and novel verbs was replaced by greater difficulty for irregular past tense, a pattern consistent with monolingual impairment. Age was a contributing factor, particularly for younger children with DLD who produced more stem + ing errors in the novel verb condition. For all children, and particularly for those with DLD, an extended period for irregular past tense learning was evident. The results support a usage-based theory of language acquisition and impairment.

In our research we addressed the question what the relationship is between phonological short-term and working memory capacity and performance in an end-of-year reading, writing, listening, speaking and use of English test. The participants of our study were 121 secondary school students aged 15–16 in the first intensive language training year of a bilingual education program in Hungary. The participants performed a non-word repetition test and took a Cambridge First Certificate Exam. Fifty students were also tested with a backward digit span test, measuring their working memory capacity. Our study indicates that phonological short-term memory capacity plays a different role in the case of beginners and pre-intermediate students in intensive language learning. The backward digit span test correlated very highly with the overall English language competence, as well as with reading, listening, speaking and use of English (vocabulary and grammar) test scores.

Anna Verschik offers a new perspective on how a previously monolingual community of Russian-speakers in Estonia is rapidly becoming bilingual after the end of the Soviet occupation in 1991. The contact-induced change in Russian under the growing impact of Estonian is analysed in the theoretical framework of code-copying.Changes in linguistic behaviour of the speakers are often a result of intentional cultivation of non-monolingual communication strategies and language policies, and go hand in hand with the development of a new identity, 'Estonian Russians'. Emerging Bilingual Speech is a fascinating study that will be of interest to researchers studying language contact, language change and bilingualism.