The growth of instructional coaching has spurred research into its efficacy, yet little work has been done on coaching in dual language bilingual education (DLBE). While many challenges are shared across K-12 classrooms, DLBE teachers have distinct needs depending on program model, setting, and language allocation. Using the expanded Vygotsky Space framework, we examine socially mediated teacher transformation in four Spanish-English two-way DLBE programs across three districts, following 17 K-5 teachers in three cohorts over a four-year period (coaching participation 2018-2021; post-program follow-ups 2020-2023). Results highlight that while many considerations are relevant to all DLBE educators, needs for support and professional development often depend on teachers' contexts. Findings also show that deeper ideological transformations and sharing of those transformations take time. Further, it illustrates how the application of the dynamic, non-linear Vygotsky Space framework offers actionable insights for designing equity-driven professional development in linguistically diverse DLBE classrooms.

This chapter introduces the rationale, context, and design of the book, which examines the quality and responsiveness of literacy instruction for multilingual students who are officially classified as English language learners (ELLs) in US elementary schools, with a focus on Indiana as a new immigrant destination state. It outlines the scholarly foundations and methodological frameworks that inform the book’s three interconnected mixed-methods studies, which investigate (1) the quality and quantity of literacy instruction for ELLs, (2) the impact of sustained professional development (PD) on teachers’ instructional practices, and (3) the effects of the COVID-19 pandemic on classroom instruction. Drawing on multi-year classroom video observations, systematic coding, and cross-cohort analyses, these studies collectively provide an evidence-based understanding of how literacy teaching for ELLs can be strengthened through long-term professional learning and adaptive instructional design. The chapter concludes by presenting the organization of the volume and articulating its dual contribution: to advance empirical knowledge of ELL literacy instruction and to inform equitable, linguistically responsive teaching practices across diverse educational contexts.

Artificial intelligence (AI) has taken the educational field by storm, offering unique affordances for addressing diverse learners' needs, including those of English language learners (ELLs). Harnessing the pedagogical value of AI, however, largely depends on teachers' preparedness to integrate the new technology effectively into teaching. Pedagogical integration of AI is especially important for pre-service teachers (PSTs), who often struggle to gain enough technological fluency for teaching ELLs due to limited teaching experience and minimal exposure to field-specific technology experimentation. Given AI's potential to support differentiated instruction, it is vital for PSTs to learn to use the technology effectively to teach ELLs. Grounded in the technological pedagogical content knowledge framework, this mixed-methods study investigated 90 PSTs' foundational AI knowledge before and after two interventions. AI foundational knowledge was operationalized as participants' familiarity with and frequency of use of ChatGPT for teaching and assessing ELLs. The study also analysed participants' perspectives on how teacher education programs could better prepare them for future classrooms. We found significant gains in both familiarity with ChatGPT and frequency of using the tool following the interventions, although effect sizes were small to moderate, respectively. Additionally, participants showed awareness of the pedagogical value of ChatGPT for ELL instruction, while also expressing concerns related to ethical use of AI and emphasizing the irreplaceable role of human connections in teaching. They advocated for teacher education programs to incorporate AI literacy and hands-on experimentation with the technology into program curricula. Our findings suggest that, due to the complexity of AI platforms, more robust and targeted interventions may be necessary to foster meaningful advances in PSTs' understanding of AI's benefits. Moreover, while AI has sweeping implications for teaching, more preparation is needed to harness its potential for addressing the needs of unique student populations, such as ELLs.

This concluding chapter synthesizes the findings, theoretical contributions, and practical implications of three interconnected mixed-methods studies on literacy instruction for multilingual learners classified as English language learners (ELLs) in Indiana elementary schools. It revisits how the research evolved from documenting existing classroom practices to examining teacher professional development (PD) and, finally, to understanding instructional resilience during the COVID-19 pandemic. Together, these studies reveal that effective literacy instruction for ELLs depends on the alignment of instructional design, sustained teacher learning, and systemic equity. The chapter integrates insights from social constructivism, translanguaging pedagogy, and the Purdue English language development (ELD) framework to propose a comprehensive model of linguistically responsive teaching. The chapter also identifies enduring challenges, scaling professional learning, addressing digital and linguistic inequities, and embedding multilingual perspectives in policy and teacher preparation. It also offers directions for future research. By positioning literacy education as both a pedagogical and moral endeavor, the chapter calls for sustained collaboration among researchers, practitioners, and policymakers to create classrooms where every child’s language is recognized as an asset and literacy becomes a means of empowerment and connection.

This study uses a sequential exploratory mixed-methods design to examine the impact of a year-long teacher professional development (PD) program on literacy instruction for multilingual learners classified as English language learners (ELLs) in the United States. Addressing the challenge of scripted curricula that often fail to meet the linguistic needs of ELLs, this study examines how sustained PD and coaching can empower teachers to transform scripted lessons into inclusive, language-rich instruction. The PD consisted of coursework and instructional coaching for some of our treatment teachers, focusing on enhancing teachers' skills in an English language development framework centered on oral language, vocabulary usage, and immersive writing. Participants for this study included eight Grade 2 teachers who were part of the larger cohort of elementary school teachers participating in the PD program (treatment teachers), and four Grade 2 teachers who were not part of the PD training (comparison teachers). Three of the treatment teachers also received instructional coaching. Quantitative results showed that treatment teachers devoted significantly more time to essential literacy components and achieved higher rubric scores in vocabulary and oral language development. Qualitative analysis revealed increased attention to oral language and vocabulary instruction among treatment teachers, who implemented ELL-specific literacy strategies more frequently, consistently, and effectively. These findings suggest that the synergy of systematic coursework and iterative coaching is essential for advancing best practices in linguistically diverse educational contexts worldwide.

Abstract This research adopts a collective case study to explore the quantity (time allocations for key literacy components and group configurations) and the quality of English language arts (ELA) instruction for Grade 1 English language learners (ELLs) across six classrooms in three Indiana elementary school districts during the 2019–2020 school year. Three teachers (treatment group) were participants in a year-long professional development (PD) program consisting of ELL teacher licensure coursework (plus instructional coaching for two of the treatment teachers). The other three teachers (control group) did not participate in the PD program. Analysis of video-recordings of teachers’ ELA instruction, coded video instances, and time allocations reveal that overall treatment teachers allocated more time for the ELA block, more time for vocabulary, comprehension, and fluency instruction, and in general provided higher quality instruction. The findings provide evidence of the effectiveness of the PD program for improving ELA instruction for ELLs. However, both control and treatment teachers have some discrepancies in the quality and quantity of their literacy instruction compared to evidence-based research. This study holds important implications for literacy educators as they identify and employ strategies best suited for ELLs.

This chapter presents a mixed-methods study that investigates the impact of COVID-19 on elementary school literacy instruction for multilingual learners officially classified as English language learners (ELLs) across 35 teachers in four Indiana school districts. Classroom lesson videos and observation rubrics for 19 teachers were collected from the beginning of the 2020–2021 school year (during the pandemic) and compared with those collected pre-pandemic from 16 teachers at the beginning of school years of 2018–2019 (n = 7) and 2019–2020 (n = 9). Findings demonstrate that schools made efforts during the pandemic to offer quality literacy instruction within socially distanced classrooms, online synchronous instruction, and hybrid learning environments. However, teachers spent less time on two key literacy components – vocabulary and comprehension – and less time in small group/pair activities, resulting in lower rubric scores related to vocabulary and oral language development. As vocabulary and comprehension facilitated through peer interaction are central to quality literacy instruction, less attention to these areas illuminates the pandemic’s impact on literacy and language development for ELL-classified students.

For this TESOL Quarterly 60th anniversary special issue, we examine the journal's contributions to research on the TESOL practicum, synthesizing trends in theory, research, and practice. We identified 28 TESOL Quarterly articles published between 1967 and 2025 that have a specific focus on the practicum. We found three recurring conceptual lenses which frame practicum experiences-sociocultural theory, language teacher identity, and reflective practice. We found patterns in the research methods used that privilege qualitative inquiry and analyses of student-teacher artifacts over direct observations of teaching. Common pedagogical practices for the practicum documented in these articles include supervised teaching, structured classroom observation (often video-supported), guided reflection (e.g., journals/diaries), and portfolio-based assessment. Student-teacher mentorship and relationships with practicum supervisors were found to be critical to teacher learning and efficacy. We conclude by outlining future research and practice directions for designing responsive, high-quality practica across diverse settings and modalities, including greater use of teaching video for feedback and research, more systematic investigation of practicum effectiveness, and attention to emerging technologies such as virtual simulations and AI-supported tools.

As the United States' English Language Learner (ELL) population grows, so does the need to understand how literacy instruction truly unfolds in classrooms, especially in under-resourced and rapidly changing communities. This timely publication presents findings from three interconnected studies that explore instructional quality, professional development, and the impact of COVID-19 on ELL education across rural and urban districts in Indiana. Drawing on over 150 hours of classroom video and grounded in social constructivism, translanguaging pedagogy and Purdue English Language Development (ELD) Framework, the research offers rare, granular insights into what works, and what doesn't, for ELLs in elementary settings. From quantifying literacy practices to evaluating year-long professional development programs and analyzing pandemic-era adaptations, this book delivers actionable strategies for educators, researchers, and policymakers. With a focus on Indiana as a lens into national challenges, English Learner Literacy in Elementary Schools showcases new methods and frameworks for equitable, culturally responsive instruction. Whether in times of stability or crisis, it equips readers with the tools to support ELLs more effectively, wherever they teach.

Content and language integrated learning (CLIL) is a European bilingual education model that focuses on the use of an additional language to enable simultaneous learning of content and language. This study used CLIL as a framework to examine educational stakeholders' perspectives and practices in an Introduction to ASEAN course taught as part of a Bachelor of English degree program at the World Language Institute (WLI) in Cambodia. Data were collected through classroom observations, semi-structured interviews, and a focus group. The findings revealed three key themes: integrating disciplinary knowledge into a language subject, balancing and supporting content and language learning, and developing academic and subject literacies. The discussion focuses on the issue of content and language integration from CLIL standpoints and the conceptualization of integration with pedagogical implications. The article concludes with implications for teaching to help administrators, teachers, and students systematically approach content and language learning with keen attention to disciplinary knowledge and language mastery.

This book is in commemoration of the twentieth anniversary of the Journal of Southeast Asian American Education and Advancement (JSAAEA) and the fiftieth anniversary of Southeast Asian American refugee resettlement in the United States. Pivotal research articles, reviews, and creative works from past issues of JSAAEA have been selected for this volume to document the history and experiences of Cambodian, Laotian, Hmong, and Vietnamese Americans since initial refugee resettlement began in the United States in 1975, as well as the experiences of more recent Southeast Asian immigrant and refugee groups. Reviews of academic books, novels, memoirs, children’s books, and motion pictures further highlight Southeast Asian American perspectives and experiences. Creative works, including poetry and short stories by Cambodian, Laotian, Hmong, Vietnamese, Thai, and Burmese American writers, provide additional and often intimate insights and reflections on the Southeast Asian American experience.

2025 is a momentous year as we launch Volume 20—and thus celebrate—the 20th Anniversary of the Journal of Southeast Asian American Education and Advancement (JSAAEA)! For two decades now JSAAEA has provided readers from all over the world with an interdisciplinary online academic peer-reviewed journal featuring scholars and writers from diverse fields who share a common interest in Southeast Asian (SEA) Americans and their communities. And it has done so through a completely free and fully accessible Open Access publishing model without any author publishing fees or reader subscription charges. 2025 also marks another important historical milestone—the 50th anniversary of significant Southeast Asian refugee resettlement in the United States in the devastating aftermath of America’s war in Southeast Asia.

The seventh edition of this bestselling textbook has been extensively revised and updated to provide a comprehensive and accessible introduction to bilingualism and bilingual education in an everchanging world. Written in a compact and clear style, the book covers all the crucial issues in bilingualism at individual, group and societal levels.

While the COVID-19 pandemic impacted schools worldwide, U.S. dual language bilingual education (DLBE) programs experienced unique challenges. DLBE develops proficiency in two languages through cross-cultural exchange and peer-to-peer interaction, and when schools transitioned to emergency remote teaching and learning (ERTL) in Spring 2020, these key elements became difficult to implement. Challenges continued in the 2020-2021 school year as schools experimented with different instructional formats and COVID-19 protocols. While most pandemic-related research has focused on general education classrooms, this multi-site qualitative case study explores the experiences of 10 elementary DLBE teachers in Indiana. This longitudinal study employs a grounded theory approach to examine data from coaching sessions and classroom observations from March 2020 through May 2021 using the interpretive lens of the four pillars of DLBE. Findings reveal physical, instructional, and personal challenges, including struggles with isolation and difficulties fostering language-focused interaction, during remote, hybrid, and in-person instruction. Results highlight the resilience and adaptability of educators and the crucial role of support from families, colleagues, and administrators during the pandemic, while also raising awareness of the critical impacts that policy and the physical classroom environment have on teachers' DLBE instruction and personal experiences.

This multisite qualitative case study explores ways in which instructional coaching focused on English language development (content) and teachers' individual beliefs (process) can help general education and dual language bilingual education elementary teachers work within and through perceived institutional barriers to improve their language and literacy instruction for designated English language learners (ELLs). In practice, much literacy coaching in schools is often finite and fidelity-oriented yet coaching grounded in constructivism empowers and emboldens teachers to become agents of change. Using the Vygotsky Space theoretical framework, we draw on multiple data sources generated during classroom observations, sessions with an instructional coach, and postprogram interviews to examine how 12 teachers moved through the stages of appropriation, transformation, publication, and conventionalization over the course of a 2-year period. Results show that teachers exhibited meaningful shifts in their beliefs and teaching practices for ELLs during their coaching experience, but that sharing and internalizing those changes are protracted processes. We also identified two additional phases in the Vygotsky Space cycle: prepublication, where teachers expressed desires and plans to share new ideas, and scale-up, where teachers began to reach individuals and institutions beyond their initial context.

In this chapter I discuss the macro- and micro-ethical ethical dilemmas I have faced in four past and current research projects with bilingual students in physical and online learning spaces. These include obtaining IRB approval, securing informed consent, ensuring participant confidentiality, addressing unanticipated ethical issues in the field, and making decisions about appropriate public uses of the data. I discuss how research in online learning spaces can introduce new macro- and micro-ethical issues. To illustrate macro-ethical issues, I will provide two examples from studies in heritage language programs to demonstrate challenges related to following IRB protocols. Next, to illustrate micro-ethical issues, I discuss a series of ethical questions which arose during a study of newcomer ELL students. Finally, I will discuss both macro- and micro-ethics issues myself and members of our larger research team have addressed or continue to grapple with in a large-scale longitudinal study of ELL and dual language bilingual education (DLBE) teachers. The chapter concludes by reaffirming the need for ethical reflexivity and responsible decision making during all phases of the research process, and offers suggestions for doing so.