Ester J De Jong
Biographic Data
| ID | 2431518 |
|---|---|
| NAME | Ester J De Jong |
| GIVEN NAMES | Ester J |
| FAMILY NAME | De Jong |
| SIGNATURE | DE JONG E J |
| AFFILIATIONS | University of Florida |
| ORCID | 0000-0002-6165-3828 |
| VERIFIED | Yes |
| TOTAL WORKS | 38 |
| TOTAL CITATIONS | 154 |
| AUTHOR COUNT | 38 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 8 |
Negotiating Difference in Integrated Two-Way Dual Language Education Programs
Two-way bilingual education (TWBE) programs integrate language minoritized and language majority students to support bilingualism, academic achievement, and sociocultural competence. However, research reveals that unequal power and status relations continue to undermine TWBE’s promise of equity. This article proposes that the traditional focus on language in conceptualizing student integration is insufficient in terms of understanding and negotia…
Integration and Equity in Two-Way Bilingual Education
The 70th anniversary of Brown v. Board of Education (1954) and the 50th anniversary of Lau v. Nichols (1974) have reinvigorated the conversation about the segregation-desegregation-integration deba
Bilingual education in the midst of current educational policy and societal contexts
Transcending Boundaries of Intersecting Worlds
This linguistic ethnographic multicase study examines how three Turkish‐American students (ages 6–11) navigate boundaries between home, heritage language school, and mainstream school environments. Grounded in social constructivist theory, the study investigates students' navigational strategies across these three interconnected educational contexts. Data collection included 11 semistructured interviews with students, parents, and teachers, compl…
A pedagogy of hope in turbulent times
Bilingual education as resistance
Affirming diversity in bilingual education settings
Bilingual contexts within and beyond the United States
Introduction to Lau 50th anniversary special issue
Introduction to Volume 47, Issue 1
Introduction to Volume 47, Issue 2
To tell a story
“I feel really special and proud that I am bilingual”
Aims and objectives: The purpose of this exploratory case study is to contribute to the set of studies that center children’s perspectives on their bilingual development, with a specific focus on their emotional connection within their linguistic family landscape. Methodology: This was a case study of a Korean transnational family in the United States and included both parents and their daughter. Data and analysis: Due to COVID-19 restrictions, s…
Two-way bilingual education programs and sense of belonging
This exploratory study examined the experiences of middle school students in an urban two-way bilingual education (TWBE) program. Through the lens of students’ sense of belonging, the study examined how middle school students described their experiences being enrolled in a TWBE program at the primary and secondary level. Data sources included a survey (n = 68) and six small group interviews with twenty middle school students. Using four dimension…
Preparing teacher candidates for bilingual practices
Teacher preparation programs throughout the United States have begun to include issues of second language teaching and learning in their curriculum in an effort to better prepare their teacher candidates to meet the needs of the increasingly linguistically and culturally diverse student population in K-12 schools. In this article, we argue for the importance of including the development of a multilingual stance in these efforts, which is mainstre…
Introduction to Volume 46, Issues 3–4
Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching
Across the United States, school districts have adopted various methods to capture what effective teachers do to facilitate student learning. Some of these methods include peer lesson studies where teachers co‐plan and co‐evaluate their work, examining student standardized tests scores to align teachers with student learning outcomes, and using a teacher observation protocol to examine in‐class instructional practices and evaluate teachers. These…
General Education Teacher Educators and English Language Learner Teacher Preparation
To address the needs of English Language Leaners (ELLs) in grade-level content-area classrooms, teacher education programs are moving toward “infused” models of instruction where preservice general education courses include ELL-specific content. Little is known about how this curricular change is accomplished. To address this gap, this qualitative study examined how general teacher educators address ELL-specific content in their courses. Through …
A Multilingualism-as-a-Resource Orientation in Dual Language Education
Dual language educators and program planners rely on the concept of ‘language as a resource’ as a foundational principle of dual language education (DLE). Traditionally, the term has been juxtaposed to viewing language as a problem and treating students’ home linguistic and cultural experiences as a deficit rather than an asset for teaching and learning in school. In this article, we argue that a “multilingualism as a resource” orientation is nee…
Bilingualism in schools and society
Bilingualism in schools and society: language, identity, and policy." Journal of Multilingual and Multicultural Development, 39(1), pp. 92–93
Two-Way Immersion for the Next Generation
The potential of TWI to close the achievement gap for English language learners and to provide both native English speakers and native partner-language speakers with access to a high-quality education with positive academic, language, and sociocultural outcomes is clear. In this article, I argue that the realization of this potential for TWI programs today and in the future requires TWI educators to contextualize their practices beyond the dualit…
Language policy in multilingual contexts
In this article, we apply Ruiz’s language-as-resource orientation to three international settings: Taiwan, Pakistan, and mainland China. Our guiding question was how different languages (indigenous languages, Chinese, and English) were positioned differently as resources in these contexts. For our analysis, we used Lo Bianco’s (2001) elaboration of the language-as-resource framework as our starting point for an examination of early childhood educ…
Aiming for Equity
Mainstream teachers throughout the world are increasingly expected to differentiate instruction for primary‐grade students with diverse learning needs, including second or English language learners ( ELL s). Does teacher preparation translate into instructional practices for English language development? What do graduates of those programs do differently, if anything, for ELL s in their classrooms? This mixed‐methods study examined the beliefs an…
Dual language programs as a strand within a secondary school
Dual language (DL) programs aim to create additive bilingual learning environments where the dominant language and the minority language are given equal status at the program, curricular, and instructional level. While several studies have documented the effectiveness of DL programs and classroom-based practices, few have considered how the organizational context affects the implementation of effective DL practices when the program is only a stra…
Policy Discourses and U.S. Language in Education Policies
Language in education policy for English language learners in the United States has varied significantly over time and has been shaped by policy discourses that could broadly be described as assimilationist (monolingual) and pluralist (multilingual) views of the role of linguistic and cultural diversity in schools. This article outlines the main arguments underlying these discourses, situating them as distinctly different societal conversations r…
Enhanced Knowledge and Skills for Elementary Mainstream Teachers of English Language Learners
The placement of English language learners (ELLs) in mainstream classrooms raises important questions about the preparation of mainstream teachers to work with ELLs. Grounded by the conviction that well-prepared teachers can make a difference in student learning, and informed by current views on teacher learning and by teacher preparation research, this article conceptualizes ELL teacher expertise as enhanced expertise. It describes this expertis…
Aiming for Equity
Mainstream teachers throughout the world are increasingly expected to differentiate instruction for primary‐grade students with diverse learning needs, including second or English language learners ( ELL s). Does teacher preparation translate into instructional practices for English language development? What do graduates of those programs do differently, if anything, for ELL s in their classrooms? This mixed‐methods study examined the beliefs an…
From Preservice to Practice
The relationship between English Language Learners' (ELL) academic achievement and teacher education programs that prepare preservice teachers for working with those students has largely been ignored in the literature to date. This article reports findings from a study of how graduates from one elementary teacher education program, in which the state-required English for Speakers of Other Languages (ESOL) teacher credential has been “infused” eva…
Teacher Advocacy in Bilingual Programs
As a consequence of changes in federal and state policies in education, educators who believe in the value and importance of bilingualism find themselves in a contested environment where their notions of best practices for emergent bilinguals contradict those espoused in such policies. In this context, acts of advocacy that support bilingual practices become an important part of teachers' work. The purpose of this article is to identify what advo…
Language policy in multilingual contexts
In this article, we apply Ruiz’s language-as-resource orientation to three international settings: Taiwan, Pakistan, and mainland China. Our guiding question was how different languages (indigenous languages, Chinese, and English) were positioned differently as resources in these contexts. For our analysis, we used Lo Bianco’s (2001) elaboration of the language-as-resource framework as our starting point for an examination of early childhood educ…
A Multilingualism-as-a-Resource Orientation in Dual Language Education
Dual language educators and program planners rely on the concept of ‘language as a resource’ as a foundational principle of dual language education (DLE). Traditionally, the term has been juxtaposed to viewing language as a problem and treating students’ home linguistic and cultural experiences as a deficit rather than an asset for teaching and learning in school. In this article, we argue that a “multilingualism as a resource” orientation is nee…
Marginalizing English as a second language teacher expertise
Effective Bilingual Education
Program evaluation can be used to shift the debate on effective schools for bilingual students from an ideological impasse to a data- driven and research-based discussion. Using the example of the Barbieri Two-Way Bilingual Education Program in Framingham, Massachusetts, this article links theoretical understandings about bilingualism and second language acquisition to program design and implementation, and subsequently to academic outcomes. Disa…
Policy Discourses and U.S. Language in Education Policies
Language in education policy for English language learners in the United States has varied significantly over time and has been shaped by policy discourses that could broadly be described as assimilationist (monolingual) and pluralist (multilingual) views of the role of linguistic and cultural diversity in schools. This article outlines the main arguments underlying these discourses, situating them as distinctly different societal conversations r…
Contextualizing Policy Appropriation
Affirming diversity in bilingual education settings
Integrated Bilingual Education
Despite the importance of the integration of English language learners with native English speakers for social, academic, and linguistic purposes, few models of integrated bilingual education, other than two-way immersion programs, exist. This article describes one district's effort to design a K–5 late-exit bilingual program with an integration component. The study focused on the experiences of 35 bilingual and standard curriculum teachers who i…
Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching
Across the United States, school districts have adopted various methods to capture what effective teachers do to facilitate student learning. Some of these methods include peer lesson studies where teachers co‐plan and co‐evaluate their work, examining student standardized tests scores to align teachers with student learning outcomes, and using a teacher observation protocol to examine in‐class instructional practices and evaluate teachers. These…
General Education Teacher Educators and English Language Learner Teacher Preparation
To address the needs of English Language Leaners (ELLs) in grade-level content-area classrooms, teacher education programs are moving toward “infused” models of instruction where preservice general education courses include ELL-specific content. Little is known about how this curricular change is accomplished. To address this gap, this qualitative study examined how general teacher educators address ELL-specific content in their courses. Through …
Educating Immigrant Children
Effective Bilingual Education
Program evaluation can be used to shift the debate on effective schools for bilingual students from an ideological impasse to a data- driven and research-based discussion. Using the example of the Barbieri Two-Way Bilingual Education Program in Framingham, Massachusetts, this article links theoretical understandings about bilingualism and second language acquisition to program design and implementation, and subsequently to academic outcomes. Disa…
Misconceptions About Teaching English‐language Learners
English language learners (ELLs) are the fastest growing group of K‐12 students in the United States. Most ELLS spend the entire school day in mainstream classrooms where instruction is in English. It is therefore important for all teachers to have the knowledge and skills needed to facilitate these students' academic language development and content area achievement. However, efforts to include ELLs in general education reforms are often based o…
Integrated Bilingual Education
Despite the importance of the integration of English language learners with native English speakers for social, academic, and linguistic purposes, few models of integrated bilingual education, other than two-way immersion programs, exist. This article describes one district's effort to design a K–5 late-exit bilingual program with an integration component. The study focused on the experiences of 35 bilingual and standard curriculum teachers who i…
Marginalizing English as a second language teacher expertise
Contextualizing Policy Appropriation
Integration in two-way immersion education
As bilingual enrichment programmes that integrate language majority and language minority students, two-way immersion (TWI) programmes have the potential to overcome the harmful effects of segregation and remedial education that are the frequent byproducts of educational programmes for native speakers of languages other than English. Native/non-native speaker integration is considered essential in these programmes to achieve positive academic, li…
The Same Outcomes for All?
Chapter 6. The Same Outcomes for All? High-School Students Reflect on Their Two-Way Immersion Program Experiences
From Preservice to Practice
The relationship between English Language Learners' (ELL) academic achievement and teacher education programs that prepare preservice teachers for working with those students has largely been ignored in the literature to date. This article reports findings from a study of how graduates from one elementary teacher education program, in which the state-required English for Speakers of Other Languages (ESOL) teacher credential has been “infused” eva…
Teacher Advocacy in Bilingual Programs
As a consequence of changes in federal and state policies in education, educators who believe in the value and importance of bilingualism find themselves in a contested environment where their notions of best practices for emergent bilinguals contradict those espoused in such policies. In this context, acts of advocacy that support bilingual practices become an important part of teachers' work. The purpose of this article is to identify what advo…
Multilingual Education in North America
Bilingual and multilingual education is one form of schooling that has developed worldwide in response to the linguistic and cultural diversity that characterizes countries all over the world as a result of continuing migration, transmigration, and globalization. Simply defined, bilingual education is instruction that uses two languages as media of instruction. By extension, multilingual education programs are programs whose goals include profici…
Policy Discourses and U.S. Language in Education Policies
Language in education policy for English language learners in the United States has varied significantly over time and has been shaped by policy discourses that could broadly be described as assimilationist (monolingual) and pluralist (multilingual) views of the role of linguistic and cultural diversity in schools. This article outlines the main arguments underlying these discourses, situating them as distinctly different societal conversations r…
Enhanced Knowledge and Skills for Elementary Mainstream Teachers of English Language Learners
The placement of English language learners (ELLs) in mainstream classrooms raises important questions about the preparation of mainstream teachers to work with ELLs. Grounded by the conviction that well-prepared teachers can make a difference in student learning, and informed by current views on teacher learning and by teacher preparation research, this article conceptualizes ELL teacher expertise as enhanced expertise. It describes this expertis…
Dual language programs as a strand within a secondary school
Dual language (DL) programs aim to create additive bilingual learning environments where the dominant language and the minority language are given equal status at the program, curricular, and instructional level. While several studies have documented the effectiveness of DL programs and classroom-based practices, few have considered how the organizational context affects the implementation of effective DL practices when the program is only a stra…
Two-Way Immersion for the Next Generation
The potential of TWI to close the achievement gap for English language learners and to provide both native English speakers and native partner-language speakers with access to a high-quality education with positive academic, language, and sociocultural outcomes is clear. In this article, I argue that the realization of this potential for TWI programs today and in the future requires TWI educators to contextualize their practices beyond the dualit…
Language policy in multilingual contexts
In this article, we apply Ruiz’s language-as-resource orientation to three international settings: Taiwan, Pakistan, and mainland China. Our guiding question was how different languages (indigenous languages, Chinese, and English) were positioned differently as resources in these contexts. For our analysis, we used Lo Bianco’s (2001) elaboration of the language-as-resource framework as our starting point for an examination of early childhood educ…
Aiming for Equity
Mainstream teachers throughout the world are increasingly expected to differentiate instruction for primary‐grade students with diverse learning needs, including second or English language learners ( ELL s). Does teacher preparation translate into instructional practices for English language development? What do graduates of those programs do differently, if anything, for ELL s in their classrooms? This mixed‐methods study examined the beliefs an…
Bilingualism in schools and society
Bilingualism in schools and society: language, identity, and policy." Journal of Multilingual and Multicultural Development, 39(1), pp. 92–93
General Education Teacher Educators and English Language Learner Teacher Preparation
To address the needs of English Language Leaners (ELLs) in grade-level content-area classrooms, teacher education programs are moving toward “infused” models of instruction where preservice general education courses include ELL-specific content. Little is known about how this curricular change is accomplished. To address this gap, this qualitative study examined how general teacher educators address ELL-specific content in their courses. Through …
A Multilingualism-as-a-Resource Orientation in Dual Language Education
Dual language educators and program planners rely on the concept of ‘language as a resource’ as a foundational principle of dual language education (DLE). Traditionally, the term has been juxtaposed to viewing language as a problem and treating students’ home linguistic and cultural experiences as a deficit rather than an asset for teaching and learning in school. In this article, we argue that a “multilingualism as a resource” orientation is nee…
Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching
Across the United States, school districts have adopted various methods to capture what effective teachers do to facilitate student learning. Some of these methods include peer lesson studies where teachers co‐plan and co‐evaluate their work, examining student standardized tests scores to align teachers with student learning outcomes, and using a teacher observation protocol to examine in‐class instructional practices and evaluate teachers. These…
“I feel really special and proud that I am bilingual”
Aims and objectives: The purpose of this exploratory case study is to contribute to the set of studies that center children’s perspectives on their bilingual development, with a specific focus on their emotional connection within their linguistic family landscape. Methodology: This was a case study of a Korean transnational family in the United States and included both parents and their daughter. Data and analysis: Due to COVID-19 restrictions, s…
Two-way bilingual education programs and sense of belonging
This exploratory study examined the experiences of middle school students in an urban two-way bilingual education (TWBE) program. Through the lens of students’ sense of belonging, the study examined how middle school students described their experiences being enrolled in a TWBE program at the primary and secondary level. Data sources included a survey (n = 68) and six small group interviews with twenty middle school students. Using four dimension…
Preparing teacher candidates for bilingual practices
Teacher preparation programs throughout the United States have begun to include issues of second language teaching and learning in their curriculum in an effort to better prepare their teacher candidates to meet the needs of the increasingly linguistically and culturally diverse student population in K-12 schools. In this article, we argue for the importance of including the development of a multilingual stance in these efforts, which is mainstre…
Multilingual Education and Policy (29 works) · Pedagogy (28 works) · Psychology (26 works) · Sociology (26 works) · Mathematics education (23 works) · Second Language Learning and Teaching (22 works) · EFL/ESL Teaching and Learning (19 works) · Bilingual education (17 works) · Political science (13 works) · Neuroscience of multilingualism (12 works)