This qualitative study on the experiences of English Speakers of Other Languages (ESOL) educators in the process of reclassifying English Learner Students with Disabilities (ELSWDs) from English Language Development (ELD) services in Oregon sought the answers to two questions: (1) Who is making reclassification decisions? and (2) How are reclassification decisions made on behalf of ELSWDs?...
For many young bilingual students in school settings, demands of curricula and standardized assessments take precedence over writing pedagogies that invite and welcome students’ identities and languages into their writing. Pedagogies of voice are a means of providing culturally and linguistically responsive instruction that support bilingual students learning to write...
The Malawi public education system uses Chichewa as a language of instruction and content, with English as an independent subject for the first four years of primary school (Malawi Institute of Education, 2017). From fifth grade, English becomes a language of instruction and content in all subjects except for Chichewa,...
On top of time demanding athletic and academic constraints, Division I student-athletes must balance many social identities, that include their race, ethnicity, gender, sexual orientation, social class, religious affiliation, etc. This study attempts to fill the gap by providing student-athletes with marginalized identities a platform to (1) offer their own...
The Common Core State Standards for Mathematical Practice (SMPs) describe ways of thinking and doing mathematics that parallels how mathematicians engage with mathematics (National Governors Association for Best Practices, 2010). These standards reflect a broader goal in K-12 mathematics education focused on moving beyond K-12 learners acquiring knowledge of mathematical...
With a growing diversity in U.S. universities, departments of World Language Education (WLE) welcome more students from a wide range of linguistic and cultural backgrounds every year. However, research shows that traditional approaches to the teaching of Spanish as a world language (WL) focus primarily on the educational needs of...
Research overwhelmingly suggests that Black and Brown students face unjust and inequitable environments in K-12 schools in the United States (Bradshaw et al., 2010; Carter et al., 2017; Coles & Powell, 2020). These injustices often occur as a result of systemic racism and are replicated because of embedded racist policies...
Co-teaching and collaboration are an increasingly popular service model for English as a second language (ESL). In this model, the language specialist, sometimes called the ESL teacher, works together with a content teacher, each using their respective expertise to meet the needs of students who are identified as English learners...
Entrepreneurship is regarded as a viable way for women to enter the economy and improve their quality of life (Morris et al., 2018). However, little attention has been paid to understanding how women, and specifically women of color, utilize their ways of knowing to learn entrepreneurship. Grounded in Chicana/Latina feminism...
This qualitative study explored the role of leadership in implementing co-teaching for English language development in K-12 settings, specifically, the role of leadership of administrators and teacher-leaders. Research has confirmed that school leaders substantially impact student outcomes and teacher effectiveness (Cheung et al., 2018; Leithwood et al., 2004; Liebowitz &...