Language Education: Major Papers and Reports

KINGSTON, R.I. – Feb. 18, 2026 – The University of Rhode Island has launched a new Translanguaging Lab, an interdisciplinary research collective within the University’s Feinstein College of Education. According to URI Feinstein College Dean Danielle Dennis, the recently launched Translanguaging Lab is the first of its kind in the region. “We think it has […]

Researchers suggest English language arts teachers can use an array of strategies to help these learners hone skills to express complex ideas.

Children entering school from culturally and linguistically diverse (CALD) families are more likely to face developmental challenges than their peers, according to a large population-based study in Western Australia. Researchers found that nearly one in four CALD children displayed vulnerabilities in at least one key developmental domain, with communication skills and general knowledge showing the largest gaps. These difficulties go beyond the classroom, shaping social integration, self-confiden

A study shows people with Rett syndrome, a rare genetic condition, can be bilingual, challenging long-held assumptions.

Researchers shared findings from decades of studies on the effects of bilingual education at a June webinar.

IntroductionThe extant experimental study measured the effect of a reading training on developing word recognition skills in English (the foreign language

Rapidly developing technologies have significantly transformed the educational process in recent years – and continue to do so. More than half of educators now incorporate AI into their lectures and seminars to some extent, and 55% of surveyed teachers believe that AI has a positive impact on education, according to Forbes. But is the picture […]

From revolution to evolution: What generative AI really means for language learning

Communication is essential for success in today’s world, making English language learning (ELL) a crucial skill. Innovative solutions are required to tackle complex language learning issues and meet the various demands of learners. Personalized learning successfully considers students’ unique interests, strengths, and weaknesses. The study investigates the revolutionary possibilities of Gated Recurrent Neural Networks (GRNN) to improve ELL-tailored training. The GRNN-ELL model dynamically adapts to the learner’s progress using powerful sequence modelling and language processing algorithms. The training and evaluation architecture and dataset are detailed with an emphasis on optimization techniques. According to the experimental data, fluency, vocabulary diversity, contextual relevance, and engagement levels are four areas where GRNN-ELL outperforms conventional measurements. With the provision of personalized learning experiences, the promotion of intercultural communication skills, and the resolution of educational demands worldwide, the results highlight the possibility of GRNN-ELL revolutionizing ELL. The study stresses the significance of individualized training in effectively acquiring a language in today’s worldwide environment.

By adding UN sustainability goals and fusion skills into our curriculums, at WM College we're preparing our ESOL students to play their part in society

English language learners (ELLs) comprise over 10 percent of the nation’s public schoolchildren, most of them receiving in- or out-of-classroom support in English-only schools. Yet, a smaller but growing percentage attend bilingual schools, alternately learning in English and their native language — most commonly Spanish in the U.S. “We tend to see two recommendations in […]

New research cautions districts from defaulting to grouping all English learners together.

The study reveals that the use of the mother tongue as the language of instruction in primary grades contributes largely to reading comprehension in secondary languages, such as Filipino and English, among Grade 4 learners

The first cohort from a research project designed to improve student achievement among multilingual learners has wrapped up its work with Clemson

Diana Quintero finds third-grade retention boosts ML-ELs' short-term gains, but lasting benefits depend on school support.

Background Latinx students in the United States can face stressors and structural inequities that can lead to poor academic and mental health outcomes. They comprise 76% of the English Language Learner (ELL) population, yet little is known about the relationship between ELL status and traumatic stress and resilience outcomes among these Latinx students. We sought to see if resilience differs between ELL vs. non-ELL Latinx students, and if traumatic stress risk modifies the association between ELL designation and resilience among Latinx students to inform culturally relevant school resilience interventions and school-wide approaches for this population. Methods We analyzed deidentified school district administrative and survey data from a convenience sample of mostly Latinx 6-12th graders from one large, urban U.S. school district. We restricted our sample to Latinx students, resulting in a sample of 4,950 students attending 91 middle and high schools. We constructed linear regression models to understand differences in internal and external resilience based on ELL status, traumatic stress risk, and their interaction. Results Among students with low traumatic stress risk, ELL students had worse self-efficacy but better problem solving than their non-ELL peers. When considering students with high traumatic stress risk, ELL students had better problem solving, self-awareness, perceived school support, and total internal assets, relative to non-ELL students. Conclusions Latinx students designated as ELL may demonstrate resilience despite adversity; these resilience assets may be further amplified among the subset of students at high risk for traumatic stress. Our findings may inform school resilience interventions and school supports for ELL Latinx students.

Background The significance of academic engagement for English as a Foreign Language (EFL) learners has gained increasing attention in recent research. While studies have shown that teachers’ caring behavior positively influences academic engagement, the underlying roles of self-efficacy and peer support remain unexplored. This study examines the impact of teachers’ caring behavior on academic engagement and investigates the chain-mediating effects of self-efficacy and peer support. Methods A survey-based study was conducted with EFL learners from three universities in Xuchang, Henan Province, China. The study utilized the Teachers’ Caring Behavior Scale, English Self-Efficacy Scale, Peer Support Scale, and Utrecht Work Engagement Scale for Students. Data analysis was performed using Partial Least Squares Structural Equation Modeling with SmartPLS 4.0 to examine the relationships among variables. Result The findings indicate that teachers’ caring behavior significantly enhances academic engagement (β = 0.069; p = 0.042). Peer support fully mediated the relationship between teachers’ caring behavior and academic engagement (VAF = 68.56%), while self-efficacy partially mediated this effect (VAF = 45.67%). Furthermore, peer support and self-efficacy jointly functioned as a chain mediator, linking teachers’ caring behavior to academic engagement (VAF = 64.80%). Conclusion The study suggests that teachers’ caring behavior fosters a supportive peer environment, which enhances self-efficacy and ultimately increases academic engagement. These findings provide theoretical support and practical insights for improving academic engagement among EFL learners, emphasizing the importance of teacher support and peer interactions in language learning.

Language policy is not merely symbolic – it shapes the direction of trade, the allocation of subsidies, and a country’s internal cohesion. Using new data on linguistic diversity across and within the US and Canada, this column examines how language affects trade patterns and economic welfare. The authors find that enforcing a single language without supporting bilingualism risks fragmenting the very markets such policies aim to unify. Economic gains arise not from linguistic uniformity, but from enabling shared fluency. A more bilingual society indicates a more integrated, productive, and resilient economy.

Previous studies have shown that bilingualism can offer a cognitive advantage in creativity, yet the mechanisms underlying this effect remain unclear. The present study aims to investigate the influence of L2 motivation, language proficiency, and reflection on creativity among bilinguals, examining how these factors may contribute directly and indirectly to creative performance. Two sub-studies were conducted. In Study 1, 54 bilingual participants completed an L2 motivation survey, an L2 proficiency scale, and a creativity test. Results showed positive relationships between motivation, proficiency, and creativity, with proficiency serving as a mediator between motivation and creativity. In Study 2, a larger sample of 218 bilingual participants completed the same surveys along with additional measures of reflection and creativity. Findings reinforced those of Study 1, indicating that L2 motivation positively influenced creativity through both L2 proficiency and reflection, which acted as serial mediators. These results suggest that L2 motivation plays a crucial role in enhancing bilinguals' creative performance, both directly and indirectly, through its effect on L2 proficiency and reflection. The study provides novel insights into the cognitive mechanisms of bilingual creativity and underscores the importance of motivation and proficiency in L2 acquisition for fostering creativity.

This study investigates the efficacy of an AI-enhanced reading platform in enhancing reading comprehension and influencing psychological variables such as motivation, anxiety, and cognitive load among second language (L2) learners. A mixed-methods approach was employed, combining quantitative analyses of reading comprehension scores and psychological measures with qualitative exploration through focus group discussions. A total of 300 participants were randomly assigned to either the experimental group, which used the AI platform, or the control group, which used traditional digital resources. Quantitative results revealed significant improvements in reading comprehension, motivation, anxiety reduction, and cognitive load management among participants using the AI platform compared to the control group. Effect sizes indicated large to moderate impacts of the intervention across all measured variables. Biometric data analysis, including heart rate variability (HRV) and eye-tracking metrics, provided objective evidence supporting the platform’s efficacy in reducing stress levels and promoting more efficient reading behaviors. Qualitative findings illuminated participants’ experiences, highlighting enhanced engagement, reduced anxiety, development of improved reading strategies, and appreciation for the user-friendly platform design. The study underscores the potential of AI-driven educational technologies to optimize language learning outcomes by providing personalized, adaptive, and supportive learning environments.

The effect of proficiency on phonological encoding in L2 speech production

Literature circles have increasingly been utilized to enhance reading comprehension skills of second language (L2) English learners, yet the overall impact of this pedagogical approach remains unclear. This meta-analysis sought to evaluate the efficacy of literature circles (LCs) on L2 learners’ reading comprehension and identify potential mediating factors. Drawing from a systematic analysis of 15 sample studies, the findings demonstrated a substantial positive effect of LCs on improving reading comprehension in both English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts, with a large effect size (d = 1.035). Notably, moderating variables such as learners’ education level/age group and assessment formats significantly influenced the outcomes of LC interventions. This study underscores the value of literature circles as an efficacious activity for enhancing L2 English learning outcomes and provides valuable insights for educators and researchers in this field.