Evidence-Based Research & Insights

This comparative study examines Seal of Biliteracy policies across multiple states, documenting significant variations in requirements, assessment criteria, and award outcomes. The research reveals how different implementation approaches affect student participation and program success.

This study presents findings on successes and challenges that schools face when implementing the Seal of Biliteracy. The research identifies key factors that support or hinder effective program rollout, providing actionable insights for educators and administrators.

This in-depth case study examines six school districts with high award rates to identify common practices and conditions that support successful biliteracy program implementation. The findings provide a roadmap for other districts seeking to expand participation and achievement.

This study centers student perspectives on the Seal of Biliteracy, examining what motivates students to pursue the credential and what biliteracy recognition means to their identity and future aspirations. The research prioritizes student voice in biliteracy conversations.

This critical analysis investigates factors that influence whether students decide to pursue or forgo the Seal of Biliteracy. Using critical language testing frameworks, the research reveals how testing policies and systemic barriers shape participation decisions and equity outcomes.

This study analyzes what motivates foreign language teachers and what influences their career decisions. The research provides insights into recruitment and retention patterns that have implications for building and sustaining multilingual education programs.

This theoretical and empirical study traces how classroom discursive practices emerge from teachers' personal and professional histories. The research demonstrates how history-in-person processes shape the development of language teaching approaches.

Using a history-in-person framework, this study traces the professional trajectories of two Spanish teachers, revealing how personal struggles and professional resilience shape classroom practices and teacher identity development.

This study explores a unique teacher preparation program for Cherokee language teachers, examining both the challenges and opportunities involved in supporting Indigenous language preservation through teacher education.

This study applies sociocultural theory to examine how PACE (Presentation, Attention, Codification, Extension) grammar instruction supports second language development through mediated interaction and scaffolding.

Using activity theory, this study analyzes the tensions and contradictions that emerge when teachers implement dynamic assessment in classrooms. The research identifies conflicts between institutional demands and assessment-for-learning principles.

This recent study examines how ChatGPT generates foreign language lesson plans, identifying patterns, variability, and embedded historical biases in AI-generated instructional content. The research has important implications for responsible use of AI in language education.