exit from EL status are substantial,

a program that yields improvedreading in English, improved long-term exit rates from EL status, and noapparent detriment to mathematics and science skills—all while promotingproficiency in two languages—seems difficult to criticize

6 per-centage point reduction in the probability of being classified as an EL asof about fifth grade and a 14 point reduction in sixth grade.

Specifically, we find that students randomly assigned to immer-sion outperform their peers on state accountability tests in reading by aboutseven months of learning in Grade 5 and nine months of learning in Grade8.

studies that have specifically compared ELsattending dual-language immersion to those attending monolingualEnglish or transitional bilingual programs have generally found outperform-ance among students in dual-language immersion

mmersing ELs intheir native language for at least part of the school day allows them toreceive a substantial share of core academic content instruction in a languagethey understand, share a classroom with native English speakers, and beginschool with a baseline advantage over their monolingual English-speakingpeers in terms of knowledge of the partner language.

Domestically, this swift expansion of an approach that was recently con-sidered boutique seems driven by several complementary forces: growth inthe share of U.S. school children who are ELs (U.S. Department of Education,2014), observational evidence that ELs in dual-language immersion pro-grams outperform ELs in English-only or transitional bilingual programs(Collier & Thomas, 2004; Lindholm-Leary & Block, 2010; Umansky &Reardon, 2014; Valentino & Reardon, 2015

North Carolina to 94

our modalities (speaking, listening,reading, writing)

The descriptors in the five-level rubrics address a wide range of performance, beginning withthe knowledge and skills of a novice not ready to teach (Level 1) and extending to the advanced practices of a highly accomplished beginner (Level 5).

Grammatical competence:the ability to use correct vocabulary and sentence structuresDiscourse competence:the ability to produce coherent and cohesive written or spoken discourse (e.g., paragraphs or conversations) thatconforms to thenorms of different genres (e.g., letter, essay, interview)Pragmatic competence:the ability to use language appropriately in communicationbased on the context and the relationship between the speaker and listener and the writer and readerMetalinguistic competence:knowledge of linguistic/grammatical concepts and functions, and the ability to use linguistic terminology to describe or discuss them

lanning for Instruction and Assessment2.Instructing and Engaging Students in Learning3.Assessing Student Learnin

mes: and finally we have grammati- cal phrases, or syntagms, made up of a nucleus, its determinants and, if need be, a connec

he term "word" for it, because it often does not tally with general usage, as, for instance, when some prefixed modality is tagged directly to the nucleus, such as the augment in Greek ilabon "I took", to lambdn

d "synthematics", inclu- ding composition, derivation, and the gradual fusing of free com- binations into synthem

opt

the acquisitional, sociolinguistic,pedagogical, theoretical, and the ideologica

bilingual’s creativity: translation, transcreation, style shifting,code switching, etc.

. Industrial rev-olution, trade practices, and commercial exploitation of the late eighteenth- andearly nineteenth-century England created conditions where one language had todevelop as the language of the world market, the “commercial lingua franca.”

According to one perspective, the spreadof English in nonnative contexts was actively promoted, via English languageteaching (ELT) agencies such as the British Council, as an instrument of theforeign policies of major English-speaking states.

a) instrumental—English as a medium of learning in educational systems;(b) regulative—English in administrative and legal systems; (c) interpersonal—English as a link language between speakers of mutually unintelligible languagesor dialects in sociolinguistically plural societies, and as a language of elit-ism and modernization; and (d) imaginative—English in various literarygenres

as a polylectal continuum (Platt 1975, Platt & Weber 1980,Platt et al 1984, Mufwene 1994, 1997) and as a cline of English bilingualism

In the first, English was transplanted by native speakers, and in the second,English was introduced as an official language alongside other national language

theoretical approaches to the study ofEnglish that are interdisciplinary in orientation, (b) methodologies that are sen-sitive to multilingual and multicultural realities of language-contact situations,and (c) pedagogies that respond to both intra- and international functions ofEnglish

varieties of English used in diversesociolinguistic contexts

nterference error, intra lingual error, and developmental error

pre-systematic error, systematic error, and post-systematic error.

The purpose of this study was to investigate the relative importance of semantic, grammatical, phonological, and rapid naming abilities in predicting literacy in a large, representative sample of children enrolled in Grades 1 through 6.

computerized tools which automatically tag,index, transfer, and navigate through that information

theperiod when the role of librarian changed radically from that of caretakerto a limited amount of extant knowledge to one of a skilled organizer andnavigator of the embarrassment of information riches characterized by themodern age

allowing librarians to make connections between conceptsthat might otherwise be missed.

it is important that the participants in a single context have the same set of presuppositions if misunderstanding is to be avoided.

More generally, any participant in a lin- guistic context (a person, a group, an institution, perhaps a machine) may be the subject of a presupposition.

o characterize the features of the speech context which help determine which proposition is expressed by a given sentence

to define interesting types of speech acts and speech products

ragmatics is the study of linguistic acts and the contexts in which they are performed.

(Of course semantical theories are expressed in language, but so are theories about rocks.

The subject is worth developing, I think, first to provide a framework for treating some philosophical problems that cannot be adequately handled within traditional formal semantics, and second to clarify the relation between logic and formal semantics and the study of natural language.

Give general education teachers a sense of the types of activities that students at different ELP levels can be expected to successfully perform;•Highlight for general education teachers the variability in learners’ language competence across the four domains; and•Foster an appreciation of the language development process and an understanding that ELLs are not behind but they are where they need to be in terms of their language development.

iew ESL teachers as primarily responsible for fostering ELLs’ academic language development

ome district coordinators view ESL teachers as primarily responsible for ensuring that students have access to grade-level content

understanding the role of the district coordinator was essential to understanding how the standards were used

have had repeated opportunities to work with the standards over multiple years

his study examined the ways in which educators across the WIDA Consortium use WIDA’s English language proficiency standards, and in particular the model performance indicators (MPIs).

World Class Instructional Design and Assessment (WIDA) advances academic language development and academic achievement for linguistically diverse students.

hese challengesalso reveal themselves as such within border thinkingwhere the experiences of those on the Mexican sideoften fail to emerge as priorities in Anglophone schol-arship oriented to publics more familiar with episte-mologies and political priorities rooted within theUnited States or the Global North

decidedly“U.S. issue,”

“This border isnot only the place of a division. It is the placewhere all come together. Where all kinds of lifecome together. This is not the place of a wall.”

Numbering around 800,000, theDreamers are now in legal limbo as their fate is nowlinked to that of Trump’s wall.

Beyond jeopardizingwildlife, endangered species and public lands, theU.S.–Mexico border wall is part of a larger strategyof ongoing border militarization that damages humanrights, civil liberties, native lands, local businessesand international relations. The border wall impedesthe natural migrations of people and wildlife that areessential to healthy diversity”

U.S. government is prepared to litigate, in per-petuity, to seize both public and private lands andabolish, by outlawing, any possible uses that couldcompete with the dedication of lands needed for thefoundation of a wall.

will be elim-inated or rendered illegal by the closure of publicaccess to the affected territory

the government hasto acquire all of the land, both“public”and“private,”needed to establish the literal groundworkof the wall and then limit access to all of this terri-tory whose sole legal function will be to sustain thewall and related border security measures.

“Rather than a line of separation, the border shouldbe conceived of as a membrane, connecting the tis-sues of communities on both sides, enabling mutuallybeneficial trade, manufacturing, ecosystem improve-ments, and security, while enhancing inter-culturalexchanges.”

xplains that the wall is essential to establishing therule of law and protecting national security from theundocumented immigrants coming from the southernAmericas who represent unnamed threats to U.S.children, to the U.S. economy, and to U.S. publichealth and safety in relation to the drug trade

“Border thinking,”as border scholar Sald
ıvar (2006)wrote,“emerges from critical reflections of (undocu-mented) immigrants, migrants, bracero/a workers,refugees,campesinos, women, and children on themajor structures of dominance and subordination ofour times.

inefficacy of border walls astechnologies for controlling immigration, managingland use, or diminishing criminal activity in borderregions

reversible ecological damageguaranteed by the wall’s building.

comparison of the different kinds of“border thinking”that frame these debates and thatprovide synergy for those coalitions dedicated to the preservation of diversity throughout the ecological andsocial landscapes of the Mexico–U.S. borderlands

undocumented youth movement has had significant success in expanding the rights andentitlements of many young people in the United States.

it might as well be the landlord kicking them out, as border control or ICE. It has the sameeffect, contributing tactics to gentrification is policing, displacement in terms of housing,criminalising homeless people, criminalising street vending, it’s all connected.

‘DACAmented’

Instead of cleansing themselves from the stigma of‘illegality’by emphasisingtheir own lack of complicity in migration, they focused on decoupling the undocumentedstatus itself from shame, guilt and criminality by explaining why parents had migrated,using moral narratives about hard work and family responsibility to appeal to audienceemotions

To be eligible for citizenship under the Dream Act, applicants had to have arrived inthe United States before the age of 16, resided there for five years, and graduated froma US high school. They had to demonstrate‘good moral character’, have no criminalrecord, and serve in the US military or attend college for two years (Nicholls2013).

undocumented people who arrived in theUnited States as adults,‘were more likely to take some responsibility for the legal conse-quences of exclusion and humiliation based on their undocumented status’because theyacknowledged their decision to migrate.

‘niche openings’(Nicholls2013, 10) appearedfor undocumented immigrants who could present themselves as nonthreatening, assimi-lated, and contributing to the United States.

heterogeneous and‘illegality’is experienced differ-ently according to people’s social position

This project explored how their engagement in political activism shaped and wasshaped by their understandings and experiences of‘citizenship’.

method of discipline that is based in a politics of respectability. Deservingness sets therubric against which society determines the worthiness of immigrants to access basichuman rights; it is a process with roots in decades past, part of an ongoing effort tofurther re-entrench borders both literal and figurative.

we mustlookbeyond a binary model of legal‘citizenship’and‘non-citizenship’to recognise com-plexity, flux, heterogeneity and hierarchy within each condition, including commonexperiences bridging across formal boundaries of legal citizenship

This is under increased levels of policing, guarding thedivide between‘deserving’productive citizens and‘undeserving’‘failed citizens’

citizenship is about conduct across social groups all ofwhich constitute a body politic and so governs“subjects”and“abjects”as well as“citi-zens

binaryconceptualisation of‘citizenship’and‘non-citizenship’as legal statuses.