Abstract Language development is both remarkable and unremarkable. It is remarkable
because children learn the language (s) around them, signed or spoken, without explicit …

Over the past 40 years, Jim Cummins has proposed a number of highly influential theoretical
concepts, including the threshold and interdependence hypotheses and the distinction …

This article presents what we term a raciolinguistic perspective, which theorizes the
historical and contemporary co-naturalization of language and race. Rather than taking for …

Across the centuries, countless philosophers and teachers—and legions of students—have
asked that age-old educational question: What is the purpose of schooling? In the context of …

This article builds on the Linguistic Society of America's Statement on Race to argue that
linguistics urgently needs an interdisciplinarily informed theoretical engagement with race …

Describing how caregivers' talk to their autistic children, and how their talk may influence
social and language outcomes, has important implications for developmental theory and …

Early childhood education in grades preK–3 continues to contribute to future school
success. Discrimination, however, can still be an obstacle for many children of Latinx …

This article focuses on two-way immersion (TWI) education and restates two previously
expressed cautionary notes about the unexpected costs of such programs for the Latino …

Cultural research can help to identify strengths of cultural communities that are often viewed
through a deficit model. Strengths-based approaches open researchers, practitioners, and …

This paper offers a case study of the Life History of the Word Gap (WG) Story, the most
prominent deficit discourse of the contemporary era. Mindful of mounting critiques of deficit …