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In this study, we examine the unique and shared contributions of Spanish and English core academic language skills (CALS) to English reading comprehension in a population of Spanish-English dual language learners in Grades 4 and 5 (n = 165). We focus on cross-disciplinary CALS, operationalized as sets of high-utility lexical, syntactic and discourse resources prevalent in school texts. This study finds that Spanish and English CALS are positively and significantly related, and, further, that both sets of skills exert a unique positive influence on English reading comprehension. Aligned with an interpretation of linguistic interdependence between Spanish and English academic language skills, results document their cross-linguistic contribution to reading comprehension for students enrolled in educational programs that foster literacy and content learning regularly in two languages.

Classrooms are not always linguistically permeable, and instruction focused on bolstering English reading comprehension too often neglects students' additional linguistic resources in languages other than English. However, to the task of comprehending English text, multilingual readers bring a host of communicative resources across multiple languages. Indeed, recent studies have found that students educated concurrently in Spanish and English within bilingual schools possess positively correlated Spanish and English academic register resources, with academic register knowledge in each language making unique contributions toward explaining variability in these dual-language learners' English reading comprehension. This recent research offers the tantalizing insight that teaching students to notice overlaps in communicative expectations and linguistic patterns--or "register overlaps"--across Spanish and English academic registers should receive greater focus. Here, to speak to classroom application, we offer suggestions for how educators might use equivalent Spanish and English "metalanguages"--or language to talk about language--to highlight register overlaps in Spanish and English academic text. We contend that this purposeful noticing of register overlaps can deepen students' awareness of the linguistic resources available to them for comprehending academic texts and support them in developing "critical metalinguistic awareness," or the skills and habits of mind needed to critically consider how registers have been naturalized and are subject to change. This article supports educators to enact one aspect of translingual pedagogy that builds on students' observations about the language of school in order to increase linguistic flexibility, awareness, and criticality.

Academic language skills support mid-adolescents' comprehension of the language of school texts. To date, scarce research has explored associations between dual academic language skills and reading comprehension among mid-adolescent dual language immersion (DLI) students. This study examined individual differences in Spanish and English academic language skills and their contribution to English reading comprehension in a cross-sectional sample of DLI students in Grades 4-6 (N = 101). Taking advantage of a recently proposed construct, the core academic language skills (CALS), and the CALS instruments available in Spanish and English, dual academic language skills were examined as predictors of English reading comprehension. Results revealed that Spanish and English CALS were both significant predictors of English reading comprehension even after accounting for students' sociodemographic background, English proficiency designation, and English word reading fluency. Findings underscore the cross-linguistic contribution of Spanish academic language skills to English reading comprehension and highlight the importance of promoting these skills in both languages to support mid-adolescent DLI students' biliteracy development.

In the last two decades within the United States (U.S.), discussing race, ethnicity, and identity with students in the classroom has grown in popularity but has also been met with significant backlash. As teachers navigate the calls for and against such work, they also weigh their own trepidations about these conversations. Professional development seeking to effectively prepare teachers for these conversations must take these concerns into account. The current study explored teachers' perceptions of the challenges related to engaging in conversations and activities related to race, ethnicity, and identity with their students in the classroom. The sample included 20 U.S. high school teachers (14 White, 2 Asian, 1 Black, 1 Black-Latinx, 2 Latinx; 80% female; teaching experience ranged from 1–27 years) recruited from three public schools in a large metropolitan area in the Northeast U.S. Data were gathered from face-to-face individual interviews. Findings from thematic analysis and consensual qualitative coding and analysis identified seven domains, 11 sub-domains, and 51 categories characterizing teachers' perceived challenges. Findings provide insights for how to support teachers' development of the capacities, mindsets, behaviors, and skills necessary for leading conversations about race, ethnicity, and identity with students. [ABSTRACT FROM AUTHOR]

Cultural‐ecological theories posit that ethnic‐racial identity (ERI) development is shaped by transactions between contexts of ethnic‐racial socialization, yet research considering intersections among multiple contexts is limited. In this study, Black, Latino, White, and Asian American adolescents (N = 98; Mage = 16.26, SD = 1.09; 55.1% female identifying) participated in surveys and focus group discussions (2013–2014) to share insights into ERI development in context. Using consensual qualitative research, results indicated: (a) family ethnic‐racial socialization intersects with community‐based, peer, media, and school socialization; (b) ethnic‐racial socialization occurs outside family through intersections between peer, school, community‐based, and media settings; and (c) ethnic‐racial socialization is embedded within systems of racial oppression across contexts. Discussion includes implications for future research and interventions supporting youth ERI. [ABSTRACT FROM AUTHOR]

Recent literacy research calls for pedagogical approaches that multiply students' opportunities to discuss texts and ideas that matter. We argue that understanding mid-adolescents' language needs can further inform discussion-based approaches. Our assessment research reveals that substantial differences in Core Academic Language Skills (CALS) – high-utility school-relevant language skills – help explain why comprehending school texts can be challenging for many adolescents. Our research with Latinx dual language learners' and their teachers documents how leveraging heritage languages and identities contributes to academic success. Integrating insights from our teacher-researcher collaborations, we call for practices and dispositions that amplify language resources and awareness and affirm students' voices by engaging teachers and students in reflecting about language, context, and power while scaffolding CALS across content areas and grades. Affirming while amplifying students' voices entails expanding students' and teachers' critical rhetorical flexibility, the ability to use language critically and flexibly for particular contexts and purposes. [ABSTRACT FROM AUTHOR]