Three common assumptions concerning bilingual children's language proficiency are: (1) their proficiency in two languages is usually unbalanced; (2) low socioeconomic status (SES) indicates low proficiency in both languages; and (3) encouraging parents to speak some societal language at home will promote its development. Examining the vocabulary scores of 282 bilingual Singaporean kindergartners (167 Chinese, 70 Malay, and 45 Tamil), the current study found that these young children were evenly divided among four language profiles: strong in ethnic language (Chinese, Malay or Tamil) or English, strong in both languages, or weak in both. Children with high proficiency in both languages were proportionally represented in the low, middle and high SES groups, demonstrating the achievability of strong vocabulary in two languages for children of different SES. However, low SES children were most at risk for low proficiency in both languages, although many achieved high proficiency in ethnic language or both. Middle and high SES children were most likely to demonstrate low ethnic language with high English proficiency. Children mostly exposed to one language from different sources generally showed strength in that language. Children exposed to both languages at home were most likely to show low proficiency in both languages, although plenty of children exposed to both languages developed high proficiency in English or both. These results affirm previous findings that SES and home language exposure influence bilingual children's proficiency. Implications include the importance of teachers assessing bilingual children's proficiency in both languages and collaborating with parents to develop bilingual children's vocabulary.

A mixed-methods study examines the impact of the pandemic-driven move to virtual learning on K-12 (kindergarten through twelfth grade) English teacher experiences in Saudi Arabia to inform future development of the teaching of English in the country. Research is limited in K-12 English instruction in the country, and it is just emerging on the pandemic’s impact on education in the MENA region. The 35 subjects were English educators who completed the Saudi government-sponsored professional development program, Khbrat, at one U.S. university. Contextualized within the literature on technology in instruction, leadership frameworks, and Vision 2030 education reforms, the study explores the convergence of technological, institutional, and socio-cultural factors affecting innovation in English education to address the research question of how the pandemic has impacted Khbrat graduates as EFL teachers and as change agents in their country. Integrated analysis of survey and interview data reveals patterns of both acceleration and constraint. Findings suggest pathways to leverage virtual technology and acquired knowledge and skills of Khbrat English teacher graduates to deliver EFL professional development with a more pedagogical focus and to build coalitions among EFL educators to sustain the forward movement of innovation in English education in post-pandemic Saudi Arabia. The study concludes with recommendations for future applications.

Enrollment of English language learners (ELLs) in United States schools has increased more rapidly than general enrollment, resulting in an urgent need for teachers to be prepared and to meet the needs of ELLs in their classrooms. This study examined the language learning beliefs and attitudes toward ELLs among 286 pre-service teachers in a large public university. Results show that pre-service teachers demonstrated neutral attitudes toward ELLs. Participants' language learning beliefs exhibited four components: "difficulty of learning," "ease of learning," "motivation" and "traditional view" of language learning. Controlling for language learning status, pre-service teachers tended to demonstrate less supportive attitudes toward ELLs when they held traditional views of language learning and when they viewed language learning (in general and English in particular) as relatively easy or not difficult. These findings suggest preservice teachers need evidence-based coursework in language development and language learning processes to overcome potential misconceptions and biases regarding ELLs.

A mixed-methods study examines the impact of the pandemic-driven move to virtual learning on K-12 (kindergarten through twelfth grade) English teacher experiences in Saudi Arabia to inform future development of the teaching of English in the country. Research is limited in K-12 English instruction in the country, and it is just emerging on the pandemic’s impact on education in the MENA region. The 35 subjects were English educators who completed the Saudi government-sponsored professional development program, Khbrat, at one U.S. university. Contextualized within the literature on technology in instruction, leadership frameworks, and Vision 2030 education reforms, the study explores the convergence of technological, institutional, and socio-cultural factors affecting innovation in English education to address the research question of how the pandemic has impacted Khbrat graduates as EFL teachers and as change agents in their country. Integrated analysis of survey and interview data reveals patterns of both acceleration and constraint. Findings suggest pathways to leverage virtual technology and acquired knowledge and skills of Khbrat English teacher graduates to deliver EFL professional development with a more pedagogical focus and to build coalitions among EFL educators to sustain the forward movement of innovation in English education in post-pandemic Saudi Arabia. The study concludes with recommendations for future applications.