#  Multilingual and multicultural learners: Development in more than one language 

 



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## Dual Language Learners

Our studies with Spanish/English bilingual learners document the positive contribution of Spanish language skills and practices to English language and literacy for U.S. students. In addition to evidence that highlights the need to support bilingual learners’ English vocabulary and school-relevant language development, these studies document the role of particular Spanish language skills and practices in supporting English language and literacy learning and teaching, as well as learners’ family connections and school belonging.

In an earlier study, we found that, overall, children who produced stories that were better and more clearly organized in Spanish as kindergartners, produced English narratives of higher quality one year later in first-grade (even when controlling for the effects of English vocabulary and English narrative productivity). Aligned with extensive research, this study also highlighted the need to promote English vocabulary in bilingual learners (Uccelli & Páez, 2007).

Our recent research shows that Spanish core academic language skills (CALS) are positively associated with English CALS and contribute positively to English reading comprehension. Despite a long history of theorizing positive cross-linguistic relations, these studies are among the first to offer empirical evidence to document the significant contribution of both Spanish and English academic language skills to English reading comprehension when the contributions of both language skillsets are examined together in the same model (either path model or hierarchical linear regression model). (Aguilar, Uccelli, & Phillips Galloway, 2020); Phillips Galloway, Uccelli, Aguilar & Barr, 2020).

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In a case study of a highly successful Spanish/English dual language 6th grade student, we examined this student’s home and dual language school language and literacy practices. Through the voices of the selected student, her mother, and her teacher, we observed coherently aligned home and school language and cultural practices that consistently valued, supported and strengthened the student’s languages, cultures and school learning. This study offers only some preliminary evidence to generate hypotheses for further research on whether and how home and school environments that consistently and positively support the development of learners’ home languages and cultures might encourage academic selves that develop in harmony with their heritage cultures and/or might leverage and strengthen their roles as cultural and linguistic straddlers in their own communities and in the larger society (Uccelli & Aguilar, 2018).

## Global Learners: Intercultual Fluency

Intercultural Fluency refers to the attitudes, knowledge, and skills required to effectively and appropriately navigate cross-cultural situations. Despite growing educational interest in this construct as an important area to prepare adolescents for the global societies of the 21st century, measures to assess inercultural fluency throughout adolescence are still limited. As part of the Global Learner project, a large-scale data collection effort and analysis --led by PhD student Mariam Dahbi in collaboration with Wenjuan Qin, Pierre de Galbert, Zhongyu Wei and other HGSE colleagues-- examined responses to a newly developed survey of intercultural fluency from over 17,000 U.S. students. Participants were in grades 7-12 and all had been registered to participate in brief study-abroad summer trips. As a result of this work, we have developed an innovative, brief and easy-to-administer *Intercultural Fluency Survey* that includes three scales: Openness, Respect, and Flexible Autonomy. Stay tuned for forthcoming publications about the development of this survey.

**Funding.** The Global Learner Project, is funded by Signum International AG, EF Education First, through grant number CHE-378-609-045 awarded to Prof. Paola Uccelli.



 

##  Publications 

 



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### 2020

Galloway, E., Uccelli, P., Aguilar, G., & Barr, C. (2020). [Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners](/publications/exploring-cross-linguistic-contribution-spanish-and-english). *AERA Open*, *6*, 233285841989257. https://doi.org/10.1177/2332858419892575 (Original work published 2020)



 

 

Galloway, E., Uccelli, P., Aguilar, G., & Barr, C. (2020). [Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners](/publications/exploring-cross-linguistic-contribution-spanish-and-english). *AERA Open*, *6*, 233285841989257. https://doi.org/10.1177/2332858419892575 (Original work published 2020)



 

 

 

 

Aguilar, G., Uccelli, P., & Galloway, E. (2020). [Toward Biliteracy: Unpacking the Contribution of Mid‐adolescent Dual Language Learners’ Spanish and English Academic Language Skills to English Reading Comprehension](/publications/toward-biliteracy-unpacking-contribution-mid%E2%80%90adolescent-dual). *TESOL Quarterly*. https://doi.org/10.1002/tesq.570 (Original work published 2020)



 

 

Aguilar, G., Uccelli, P., & Galloway, E. (2020). [Toward Biliteracy: Unpacking the Contribution of Mid‐adolescent Dual Language Learners’ Spanish and English Academic Language Skills to English Reading Comprehension](/publications/toward-biliteracy-unpacking-contribution-mid%E2%80%90adolescent-dual). *TESOL Quarterly*. https://doi.org/10.1002/tesq.570 (Original work published 2020)



 

 

 

 

 



### 2007

Uccelli, P., & Páez, M. (2007). [Narrative and Vocabulary Development of Bilingual Children From Kindergarten to First Grade: Developmental Changes and Associations Among English and Spanish Skills](/publications/narrative-and-vocabulary-development-bilingual-children). *Language, Speech, and Hearing Services in Schools*, *38*, 225-36. https://doi.org/10.1044/0161-1461(2007/024) (Original work published 2007)



 

 

Uccelli, P., & Páez, M. (2007). [Narrative and Vocabulary Development of Bilingual Children From Kindergarten to First Grade: Developmental Changes and Associations Among English and Spanish Skills](/publications/narrative-and-vocabulary-development-bilingual-children). *Language, Speech, and Hearing Services in Schools*, *38*, 225-36. https://doi.org/10.1044/0161-1461(2007/024) (Original work published 2007)



 

 

 

 

 



### 2016

Uccelli, P., Phillips Galloway, E., & Allen, M. (2016). *[Academic languages and bilingualismInformes del Observatorio / Observatorio Reports](/publications/academic-languages-and-bilingualisminformes-del-observatorio)*.



 

 

Uccelli, P., Phillips Galloway, E., & Allen, M. (2016). *[Academic languages and bilingualismInformes del Observatorio / Observatorio Reports](/publications/academic-languages-and-bilingualisminformes-del-observatorio)*.



 

 

 

 

 



### 2018

Uccelli, P., & Aguilar, G. (2018). [Spanish and English skills and practices that support bilingual students’ literacy achievement: Lessons from innovative assessments and participants’ voices.](/publications/spanish-and-english-skills-and-practices-support-bilingual) In D. L. Baker, C. Richards-Tutor, & D. L. Basaraba (Eds.), *Second Language Acquisition: Methods, Perspectives and Challenges* (pp. 63-94). Nova Science Publishers.



 

 

Uccelli, P., & Aguilar, G. (2018). [Spanish and English skills and practices that support bilingual students’ literacy achievement: Lessons from innovative assessments and participants’ voices.](/publications/spanish-and-english-skills-and-practices-support-bilingual) In D. L. Baker, C. Richards-Tutor, & D. L. Basaraba (Eds.), *Second Language Acquisition: Methods, Perspectives and Challenges* (pp. 63-94). Nova Science Publishers.



 

 

 

 

 



### 2009

Proctor, C. P., Uccelli, P., Dalton, B., & Snow, C. E. (2009). [Understanding Depth of Vocabulary Online With Bilingual and Monolingual Children](/publications/understanding-depth-vocabulary-online-bilingual-and-monolingual-0). *Reading & Writing Quarterly*, *25*(4), 311-333. https://doi.org/10.1080/10573560903123502



 

 

Proctor, C. P., Uccelli, P., Dalton, B., & Snow, C. E. (2009). [Understanding Depth of Vocabulary Online With Bilingual and Monolingual Children](/publications/understanding-depth-vocabulary-online-bilingual-and-monolingual-0). *Reading & Writing Quarterly*, *25*(4), 311-333. https://doi.org/10.1080/10573560903123502



 

 

 

- add\_circle do\_not\_disturb\_on Abstract
- [ descriptionPublisher's Version](https://doi.org/10.1080/10573560903123502)
 
 The sheer quantity of words known (breadth) is strongly predictive of reading comprehension, yet little is understood about how quality of word knowledge (depth) affects comprehension. A group of 35 bilingual and monolingual 5th-grade students worked on... 

 

 

- [ descriptionPublisher's Version](https://doi.org/10.1080/10573560903123502)
 
 

 



 

 

 

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