The Language for Learning Research Group at the Harvard Graduate School of Education investigates individual differences in learners' oral and written 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.
Three main goals drive our work:
(1) to document individual differences in school-relevant language development;
(2) to explore how to expand learners' language resources as flexible tools for effective communication and learning; and
(3) to make language visible to educators, researchers, and policy makers by revealing how teachers' and learners' ways of using language might either support or hinder advances in text comprehension, academic writing, and school achievement.