On the basis of a review of literature on bilingual teachers, the authors link conceptual discussions of advocacy with empirical investigations of teaching practices to explore the construct of teacher advocacy as it is practiced in the classroom and beyond the classroom. Read More

The question of English literacy for deaf students is addressed in terms of innovative tools and techniques to tap signed language knowledge and provide a language-modality-free environment for learning how to read. The insights through research and development provide an opportunity to re-examine the framework concerning bilingual education. Read More

This study explores how some K-12 and postsecondary schools failed to implement literacy theories in their teaching practices and holistically facilitated bilingual students’ actual needs. Findings imply that the children’s parents’ bilingual education expertise should be valued enough in scaffolding the children’s ELL/ESL literacy development in these schools. Read More