Investigating differences in language development and their association to comprehension, communication, and school achievement
We view monolingual and bi/multilingual language proficiencies as learned practices influenced by each individual's history of participation in specific socio-cultural discourses.
The Language for Learning Research Team at the Harvard Graduate School of Education is engaged in exploring child and adolescent language development in a series of research projects that explore language for reading, writing, speaking, thinking and learning.
News and Publications
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- English Learners’ acquisition of academic vocabulary: Instruction Matters, but so do word characteristics
- The Language for School Literacy: Widening the lens on language and reading relations during adolescence
- Levers for Learning: The relationship between school-level factors and literacy outcomes in low-income schools in Colombia
- El lenguaje académico como catalizador de la equidad en la educación escolar.
- Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners