“…Most research has shown that process quality was lower in classrooms with higher proportions of ethnic minority or multilingual children, for instance in Denmark (Slot et al, in press [21] ), Germany (Kuger et al, 2015 [84] ; Leu and Schelle, 2009 [85] ; Lehrl, Kuger and Anders, 2014 [80] ; Slot, Lerkkanen and Leseman, 2015 [13] ) and the United States (LoCassale-Crouch et al, 2007 [86] ; Tonyan and Howes, 2003 [87] ). However, another study from the United States showed that instructional process quality was not related to the number of children with limited English proficiency (Justice et al, 2008 [88] ).…”