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Relevant bibliographies by topics / Bilingual learning

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Academic literature on the topic 'Bilingual learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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Journal articles on the topic "Bilingual learning"

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GROBA, AGNES, ANNICK DE HOUWER, JAN MEHNERT, SONJA ROSSI, and HELLMUTH OBRIG. "Bilingual and monolingual children process pragmatic cues differently when learning novel adjectives." Bilingualism: Language and Cognition 21, no. 2 (2017): 384–402. http://dx.doi.org/10.1017/s1366728917000232.

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Previous studies have shown bilingually and monolingually developing children to differ in their sensitivity to referential pragmatic deixis in challenging tasks, with bilinguals exhibiting a higher sensitivity. The learning of adjectives is particularly challenging, but has rarely been investigated in bilingual children. In the present study we presented a pragmatic cue supporting the learning of novel adjectives to 32 Spanish–German bilingual and 28 German monolingual 5-year-olds. The children's responses to a descriptive hand gesture highlighting an object's property were measured behaviora

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Havy, Mélanie, Camillia Bouchon, and Thierry Nazzi. "Phonetic processing when learning words." International Journal of Behavioral Development 40, no. 1 (2015): 41–52. http://dx.doi.org/10.1177/0165025415570646.

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Infants have remarkable abilities to learn several languages. However, phonological acquisition in bilingual infants appears to vary depending on the phonetic similarities or differences of their two native languages. Many studies suggest that learning contrasts with different realizations in the two languages (e.g., the /p/, /t/, /k/ stops have similar VOT values in French, Spanish, Italian and European Portuguese, but can be confounded with the /b/, /d/, /g/ in German and English) poses a particular challenge. The current study explores how similarity or difference in the realization of phon

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FOUCHE, Lara. "Bilingual Education and Cognitive Development: A Comparative Analysis of Early vs. Late Bilingual Learners." Journal of Education, Humanities, and Social Research 1, no. 1 (2024): 17–25. https://doi.org/10.70088/g01pwy17.

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This study investigates the cognitive developmental differences between early and late bilingual learners, focusing on cognitive flexibility, memory, and executive functions. Early bilinguals, defined as individuals who acquire two languages before the age of five, demonstrated superior cognitive flexibility, faster information processing, and enhanced executive functions compared to late bilinguals, who began learning a second language after the age of ten. Despite certain cognitive challenges faced by late bilinguals, such as slower processing speed and lower cognitive flexibility, they exhi

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Kovács, Ágnes Melinda, and Jacques Mehler. "Flexible Learning of Multiple Speech Structures in Bilingual Infants." Science 325, no. 5940 (2009): 611–12. http://dx.doi.org/10.1126/science.1173947.

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Children acquire their native language according to a well-defined time frame. Surprisingly, although children raised in bilingual environments have to learn roughly twice as much about language as their monolingual peers, the speed of acquisition is comparable in monolinguals and bilinguals. Here, we show that preverbal 12-month-old bilingual infants have become more flexible at learning speech structures than monolinguals. When given the opportunity to simultaneously learn two different regularities, bilingual infants learned both, whereas monolinguals learned only one of them. Hence, biling

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Nair, Vishnu KK, Britta Biedermann, and Lyndsey Nickels. "Understanding Bilingual Word Learning: The Role of Phonotactic Probability and Phonological Neighborhood Density." Journal of Speech, Language, and Hearing Research 60, no. 12 (2017): 3551–60. http://dx.doi.org/10.1044/2017_jslhr-l-15-0376.

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Purpose Previous research has shown that the language-learning mechanism is affected by bilingualism resulting in a novel word learning advantage for bilingual speakers. However, less is known about the factors that might influence this advantage. This article reports an investigation of 2 factors: phonotactic probability and phonological neighborhood density. Method Acquisition of 15 novel words varying in phonotactic probability and phonological neighborhood density was examined in high-proficiency, early onset, Mandarin–English bilinguals and English monolinguals. Results Both bilinguals an

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Grey, Sarah. "What can artificial languages reveal about morphosyntactic processing in bilinguals?" Bilingualism: Language and Cognition 23, no. 1 (2019): 81–86. http://dx.doi.org/10.1017/s1366728919000567.

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AbstractThis article reviews work that has employed artificial languages to investigate the learning and processing of additional language grammar in bilinguals, with a focus on morphosyntactic processing in sentence contexts. The article first discusses research that has utilized artificial languages to elucidate two central issues in research on bilingual third language learning and processing: the role of prior language-learning experience and cross-linguistic transfer from the native and second languages to the third. Then, research that has compared bilingual third language to monolingual

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Karacan, Cemil Gökhan, and Kenan Dikilitaş. "Vocabulary Learning Strategies of Italian-Turkish Bilingual Students: Impact of Simultaneous and Sequential Acquisition." Sustainable Multilingualism 17, no. 1 (2020): 41–70. http://dx.doi.org/10.2478/sm-2020-0013.

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SummaryVocabulary learning strategy domain has been one of the areas of research in the language learning strategy field. Bilinguals use different language and vocabulary learning strategies than monolinguals (Hong-Nam & Leavell, 2007; Jessner, 1999). Even though there are numerous studies that investigate and compare monolingual, bilingual, and multilingual language learning strategy use, no studies have been conducted to compare the vocabulary learning strategy use in simultaneous and sequential bilinguals. This paper addresses this gap by investigating and comparing those strategies rep

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RAMON-CASAS, MARTA, CHRISTOPHER T. FENNELL та LAURA BOSCH. "Minimal-pair word learning by bilingual toddlers: the Catalan /e/-/ɛ/ contrast revisited". Bilingualism: Language and Cognition 20, № 3 (2016): 649–56. http://dx.doi.org/10.1017/s1366728916001115.

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Twelve-month-old bilingual and monolingual infants show comparable phonetic discrimination skills for vowels belonging to their native language/s. However, Catalan–Spanish bilingual toddlers, but not Catalan monolinguals, appear insensitive to a vowel mispronunciation in familiar words involving the Catalan–Specific /e/-/ɛ/ contrast. Here bilingual and monolingual toddlers were tested in a challenging minimal-pair word learning task involving that contrast (i.e., [bepi]-[bɛpi]). Both groups succeeded, suggesting that bilinguals can successfully use their phonetic categories to phonologically e

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Werker, Janet F., Krista Byers-Heinlein, and Christopher T. Fennell. "Bilingual beginnings to learning words." Philosophical Transactions of the Royal Society B: Biological Sciences 364, no. 1536 (2009): 3649–63. http://dx.doi.org/10.1098/rstb.2009.0105.

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At the macrostructure level of language milestones, language acquisition follows a nearly identical course whether children grow up with one or with two languages. However, at the microstructure level, experimental research is revealing that the same proclivities and learning mechanisms that support language acquisition unfold somewhat differently in bilingual versus monolingual environments. This paper synthesizes recent findings in the area of early bilingualism by focusing on the question of how bilingual infants come to apply their phonetic sensitivities to word learning, as they must to l

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Baigorri, Miriam, Luca Campanelli, and Erika S. Levy. "Perception of American–English Vowels by Early and Late Spanish–English Bilinguals." Language and Speech 62, no. 4 (2018): 681–700. http://dx.doi.org/10.1177/0023830918806933.

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Increasing numbers of Hispanic immigrants are entering the US and learning American–English (AE) as a second language (L2). Previous studies investigating the relationship between AE and Spanish vowels have revealed an advantage for early L2 learners for their accuracy of L2 vowel perception. Replicating and extending such previous research, this study examined the patterns with which early and late Spanish–English bilingual adults assimilated naturally-produced AE vowels to their native vowel inventory and the accuracy with which they discriminated the vowels. Twelve early Spanish–English bil

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Dissertations / Theses on the topic "Bilingual learning"

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Wu, Zhaojun. "Learning bilingual semantic frames /." View abstract or full-text, 2008. http://library.ust.hk/cgi/db/thesis.pl?CSED%202008%20WUZ.

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Tsui, Sin Mei. "Statistical Learning in a Bilingual Environment." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38048.

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Statistical learning refers to the ability to track regular patterns in sensory input from ambient environments. This learning mechanism can exploit a wide range of statistical structures (e.g., frequency, distribution, and co-occurrence probability). Given its regularities and hierarchical structures, language is essentially a pattern-based system and therefore researchers have argued that statistical learning is fundamental to language acquisition (e.g., Saffran, 2003). Indeed, young infants and adults can find words in artificial languages by tracking syllable co-occurrence probabilities an

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Feldblyum, Joshua Mark. "Mutual exclusivity in bilingual word learning." Click here for download, 2008. http://proquest.umi.com/pqdweb?did=1564016531&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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Roberts, Catrin. "Teaching and learning commitment in bilingual schools." Thesis, Bangor University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333283.

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Carlson, Josefin. "Monolingual and Bilingual Pupils' Attitudes towards English Language Learning." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23278.

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This paper examines how the attitudes are towards the English education, in a school, among pupils in ninth, eighth, and sixth grade, and if monolingual and bilingual pupils feel that they have any advantages or disadvantages when learning English. This study also describes how teachers influence and establish attitudes among their pupils towards the English education.Both questionnaires and interviews were used in order to collect data valuable for the research questions. The results are thereafter discussed in relation to relevant background information, for example Gardner's (1991) theory a

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Drury, Rosemary Anne. "Young bilingual children learning at home and at school." Thesis, Goldsmiths College (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407467.

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Thomas, Lynn Alexandra. "Hopes and desires for language learning : conversations with bilingual families." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/NQ38988.pdf.

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Grey, Sarah Elizabeth. "A neurocognitive investigation of bilingual advantages at additional language learning." Thesis, Georgetown University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3590106.

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<p> This study investigated bilingual advantages at additional languages learning by comparing early, highly proficient bilinguals to monolinguals' learning of an additional language in adulthood. The study used both behavioral and neurocognitive measures (event-related potentials) and tested subjects along the trajectory of learning from low to high experience across two exposure contexts: with or without grammar information on the language. The results of the study showed that behavioral results varied as a function of exposure context - performance differences were found when subjects were

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Ünsal, Zeynep. "Bilingual students' learning in science : Language, gestures and phyiscal artefacts." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-145410.

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The objective of this thesis is to examine how language, gestures and physical artefacts are used in science classes with emergent bilingual students who do not share the same minority language as their classmates or teachers. The purpose is to contribute to findings that can enhance emergent bilingual students’ learning in science. The data consist of classroom observations in one 3rd grade (9–10 years old) and one 7th grade (13–14 years old) science class. In addition, the students in the 7th grade were interviewed. Whole-class instruction was carried out monolingually in Swedish. The studen

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Reyes, Elba Iris. "Classroom discourse communicative competency of bilingual students with learning disabilities during content learning in three learning environments." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186706.

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Using language as a tool to engage in social activity and mediate learning is a human experience. For some, that experience is limited as a result of language/learning problems or by experiences in environments that have not fostered language development. Language minority students who have learning disabilities are also challenged to create meaning in a language that is not native and that may be limited, particularly as it relates to academic learning. This study examined the influence of three learning environments on the communicative competencies of bilingual students with learning disabi

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Books on the topic "Bilingual learning"

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Sun, Andrew. Bilingual education: Learning English in California. The Office, 1986.

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Jenny, Cook-Gumperz, Szymanski Margaret H, Center for Research on Education, Diversity & Excellence., and Educational Resources Information Center (U.S.), eds. Collaborative practices in bilingual cooperative learning classrooms. Center for Research on Education, Diversity & Excellence, 1999.

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Juan de Dios Martínez Agudo. Teaching and learning English through bilingual education. Cambridge Scholars Publishing, 2012.

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Christian, Donna. Two-way bilingual education: Students learning through two languages. National Center for Research on Cultural Diversity and Second Language Learning, 1994.

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Josie, Levine, and Bleach Jean, eds. Bilingual learners and the mainstream curriculum: Integrated approaches to learning and the teaching and learning of English as a second language in mainstream classrooms. Falmer Press, 1990.

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Martin-Jones, Marilyn. Teaching and learning bilingually: A survey of recent research. King's College London, 1998.

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Martin-Jones, Marilyn. Teaching and learning bilingually: A survey of recent research. Kings College, 1998.

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Haroon, Kharem, ed. Teaching bilingual/bicultural children: Teachers talk about language and learning. Peter Lang, 2010.

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Soto, Lourdes Diaz. Teaching bilingual/bicultural children: Teachers talk about language and learning. Peter Lang, 2010.

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Lotherington, Heather. What's bilingual education all about?: A guide to language learning in today's schools. Language Australia, 2000.

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Book chapters on the topic "Bilingual learning"

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Munro, Paul, Hannu Toivonen, Geoffrey I. Webb, et al. "Bilingual Lexicon Extraction." In Encyclopedia of Machine Learning. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-30164-8_78.

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Winther, Irene E., Yevgen Matusevych, and Martin J. Pickering. "Can learning explain cognate effects in bilingual comprehension and production?" In Bilingual Processing and Acquisition. John Benjamins Publishing Company, 2023. https://doi.org/10.1075/bpa.17.03win.

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Abstract Most theories of bilingual word recognition and production assume parallel, on-line activation of both languages, even in one-language contexts. A considerable amount of the evidence for parallel activation comes from the study of translation equivalents with similar form and meaning across two languages (cognates), which bilinguals process differently to translation equivalents with no form similarity across languages (non-cognates). The on-line account has been queried by Costa et al. (2017), who suggest that the cognate effect can be explained by learning: on-line cross-talk during

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Chimbutane, Feliciano. "Multilingual pedagogies in Mozambican bilingual schools." In Multilingual Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003311553-18.

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Lorenzo, Francisco. "Motivation meets bilingual models." In Motivation and Foreign Language Learning. John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lllt.40.07lor.

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Viera, Julian. "Emergent Bilinguals Self-Affecting Their Self-Efficacy Through Bilingual Digital Environments." In Learning, Design, and Technology. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-319-17461-7_145.

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Viera, Julian. "Emergent Bilinguals Self-affecting Their Self-efficacy Through Bilingual Digital Environments." In Learning, Design, and Technology. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-17727-4_145-1.

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Borro, Ilaria. "Chapter 4. Enhanced incidental learning." In Bilingual Processing and Acquisition. John Benjamins Publishing Company, 2022. http://dx.doi.org/10.1075/bpa.14.04bor.

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Kavitha, K. M., Luís Gomes, and José Gabriel P. Lopes. "Learning Clusters of Bilingual Suffixes Using Bilingual Translation Lexicon." In Mining Intelligence and Knowledge Exploration. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-26832-3_57.

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Jones, Susan, and Philip Hood. "Learning from creative bilingual classrooms." In Teaching Languages Creatively. Routledge, 2018. http://dx.doi.org/10.4324/9781315516332-2.

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Baquedano-López, Patricia, and Paul B. Garrett. "A Critical Approach to Language Learning in Social Context." In On Becoming Bilingual. Routledge, 2022. http://dx.doi.org/10.4324/9781315770505-2.

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Conference papers on the topic "Bilingual learning"

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Sultana, Hafsa, Jamal Uddin Tanvin, Fairooz Tasnia, and Nusrat Sharmin. "Bilingual SMS Spam Detection Using Deep Ensemble Learning." In 2024 IEEE International Women in Engineering (WIE) Conference on Electrical and Computer Engineering (WIECON-ECE). IEEE, 2024. https://doi.org/10.1109/wiecon-ece64149.2024.10915168.

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Alzaabi, Sara, Aisha Alzahmi, Maryam Almheiri, et al. "Bilingual Speech Recognition On the Edge Using Machine Learning." In 2024 7th International Conference on Signal Processing and Information Security (ICSPIS). IEEE, 2024. https://doi.org/10.1109/icspis63676.2024.10812600.

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Zhang, Cheng-Zhi. "Bilingual topic taxonomy generation based on bilingual documents clustering." In 2011 International Conference on Machine Learning and Cybernetics (ICMLC). IEEE, 2011. http://dx.doi.org/10.1109/icmlc.2011.6016948.

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Artetxe, Mikel, Gorka Labaka, and Eneko Agirre. "Learning bilingual word embeddings with (almost) no bilingual data." In Proceedings of the 55th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/p17-1042.

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Chen, Muhao, Yingtao Tian, Haochen Chen, Kai-Wei Chang, Steven Skiena, and Carlo Zaniolo. "Learning to Represent Bilingual Dictionaries." In Proceedings of the 23rd Conference on Computational Natural Language Learning (CoNLL). Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/k19-1015.

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Suwanrak, Kasma. "EARLY BILINGUAL DEVELOPMENT IN THAI-ENGLISH CHILDREN: LANGUAGE ACQUISITION AND LEARNING SUCCESS." In EduCon London – International Conference on Education, 21-22 April 2025. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.119120.

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The impact of early bilingualism on cognitive development and learning achievement is a topic of growing interest. This study explores the language acquisition and educational outcomes of Thai-English bilingual children aged four to six, focusing on those who acquire English as a second language after establishing Thai as their native language. Using a qualitative interpretive approach, data were collected through semi-structured interviews with ten Thai parents and teachers who support bilingual development at home and in school. Findings highlight the necessity for children to acquire their

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Yeh, Yu-Ching, Ming-Chung Chen, and Hsiang-Ju Ho. "Design of Tablet Storybooks Adopting a “Universal Design for Learning” Approach to Assist Bilingual Learning." In Applied Human Factors and Ergonomics Conference. AHFE International, 2018. http://dx.doi.org/10.54941/ahfe100071.

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Prior studies have shown that information technology is effective for increasing children’s vocabularies and reading comprehension; however, its effects on bilingual or heritage language learning require further study. This article reports on a bilingual tablet storybook design using the Universal Design for Learning (UDL) approach. The electronic storybooks were written in two languages: Mandarin and Vietnamese. After the welcome page, the tablet storybooks include four parts: a story in Mandarin (including text and reading), a story in Vietnamese, Mandarin games, and Vietnamese games. The te

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Kaguy, Nataliya, Ilnara Khakimova, Alfiia Valeeva, and Guzel Sadrieva. "BILINGUAL PROGRAM (CURRICULUM) OF EARLY BILINGUAL LEARNING AS A RESOURCE OF GLOBAL EDUCATION UPGRADING." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1113.

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Pivetta, Elisa Maria, Vania Ribas Ulbricht, Daniela Satomi Saito, and Ana Margarida Pisco Almeida. "Bilingual and accessible virtual learning environment." In 2017 Twelfth Latin-American Conference on Learning Technologies (LACLO). IEEE, 2017. http://dx.doi.org/10.1109/laclo.2017.8120955.

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Hurtado, Nuria, Elisa Guerrero, Elena Romero, and Francisco Rubio. "TOWARDS BILINGUAL TEACHING IN HIGHER EDUCATION." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.2214.

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Reports on the topic "Bilingual learning"

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Gärkman, Heidi, Katija Aladin, and Christopher Petrie. Spotlight on Bilingual Education. HundrED, 2020. http://dx.doi.org/10.58261/bwof1517.

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Through our research, we have discovered that bilingual education is about learning how to think and act in two (or more) languages and how to navigate between them. Bilingual education is an inclusive environment where more than one language is used to learn! We have been mindful of searching for innovations that best support the learning of languages in positive and welcoming bilingual and multilingual environments – innovations that in one way or another can bring together and support all members of a school community. With this Spotlight, we are proud to highlight innovative practices and

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Lavadenz, Magaly, and Anaida Colón-Muñiz. The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.5.

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This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and conso

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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying po

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors ide

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we condu

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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School pri

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Exploring Hispanic Students’ Connections to Computer Science Content: Towards a Culturally Responsive Computer Science Learning Experience. The Learning Partnership, 2023. http://dx.doi.org/10.51420/conf.2023.3.

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As schools returned to in-person classes in SY21-22, the Exploring Connections to CS program was implemented for the first time as a strategy to help students make personal connections to CS content in ECS classes. Research shows that these connections are particularly important for Hispanic students, a student group that showed inequitable outcomes in previous research on ECS. With still some pandemic-related restrictions in place and limited access to the classroom, data collection during the pilot year consisted of student surveys and coursework, in addition to interviews with the teachers.

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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.publication.2022.0001.

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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice is comprised of over 350 annotations from both recent and seminal literature (released between 1984–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research,

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