Conceptualizations of competence that permeate applied linguistics systematically fail to
account for the role of racialization in language learning and assessments thereof. To …

ABSTRACT Following Boaventura de Sousa Santos, the authors of this article reject the type
of “abyssal thinking” that erases the existence of counter-hegemonic knowledges and …

This article is a response to claims made by proponents of “science of reading” and
“structured literacy” reading instruction approaches, in regard to their effectiveness with …

Abstract in Standardized American English Charity Hudley and Flores comment on the
papers in this volume and offer their vision for how to take this work forward both in theory …

Cognitive neuroscience research is typically conducted in controlled laboratory
environments and therefore its contribution to our understanding of learning in real-world …

Early childhood can be a time of rich discovery, a period when educators have an
opportunity to harness their students' fascination to create unique learning opportunities …

Dual language (DL) programs experience many tensions stemming from English hegemony
in its curriculum, instruction, and assessment. These tensions often work in concert to usurp …

Prior research has shown that English learner (EL) classification is consequential for
students; however, less is known about how EL classification affects student outcomes. In …

The definitions of “academic language” available to teachers and teacher educators often
invoke generalized assumptions about the supposed gap between complex, discipline …

In this position paper, we draw on a wide, but non-exhaustive, review of existing literature to
argue that long term English learner (LTEL)-considered students are uniquely positioned to …