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Although there has been an accelerated growth in the education field in developed countries since the second half of the 20th century, it is not the case among developing regions where progress is slow and uneven. To help the Southeast Asian region move forward, it is imperative to examine the topographical trends within this field of study. Thus, this study sought to gain empirical insights into the current status of educational research in Southeast Asia and how it compares globally and to the United States as the leading country in the field. A total of 13,527 documents from 709 education-related source titles from the Scopus database were examined. Using a bibliometric approach, the findings revealed that despite the region's progress in educational research, its contribution to global scientific knowledge remains modest compared to other leading countries. A stable growth rate and selective publications in favour of top-tier journals were also observed among the leading countries in the region. Meanwhile, education scholars from emerging countries frequently publish their work in low-tier journals. A substantial link between research productivity, impact, and collaboration was also observed. The paper concludes with practical, theoretical, and methodological implications of the findings. [ABSTRACT FROM AUTHOR]

Dramatic increases have occurred in the number of children who speak languages other than English at home in the United States and English language learners (ELLs) need support both for becoming proficient in English and for maintaining their first language. In this paper, five types of bilingual education implemented in the United States are reviewed: submersion, English as a second language instruction; transitional bilingual education; maintenance bilingual education; two-way immersion (TWI), with TWI programs being the focus for most of the paper. A brief history of the policy evolution of bilingual education in the United States is provided. Research reviewed suggests that compared to students exposed to other programs, students in TWI programs are better off in terms of achievement and in L1 and L2 development. Although benefits of TWI programs are demonstrated, limitations of the current research also exist, and are discussed. Challenges implementing TWI programs are discussed and policy recommendation are included. [ABSTRACT FROM AUTHOR]

The number of English language learners and limited English proficient students has grown exponentially in the United States over the past decades. Given the huge cultural and linguistic diversity among them, educating this population of students remains a challenge for teachers. This paper aims to review the types of challenges that educators face when teaching limited English proficient students in the US context. Findings from existing literature show the obstacles teachers confront are social, institutional, and personal in nature. Although some research has emphasised stronger teacher education programmes as a solution to problems related to the teaching and learning of these students, these programmes are insufficient for teachers to overcome all of the challenges they face. Concerted efforts by educators, local and central administrators, academics, local communities, and lawmakers are necessary. [ABSTRACT FROM AUTHOR]