Language Researchers

Neoliberal ideology and an overemphasis on generating quick results dehumanizes higher education community engagement by overlooking the multiple roles and identities of boundary spanners, individuals engaged in community-based scholarship.

Across the nation, states and school districts face a persistent shortage of educators with expertise in promoting both the English proficiency and academic achievement of English learner (EL) students.

California's K-12 funding and instructional policies for English learners (ELs) have changed significantly over the past 2 decades. The major policy shifts held the potential to change student learning outcome patterns for ELs.

Students who have remained classified as English Learners (ELs) for more than six years are often labeled “Long-term English Learners” (LTELs).

What research-based practices can district and school leaders use to support the academic success and linguistic development of multilingual students classified as English Learners (ML-ELs)? This brief offers six evidence-based practices to pursue, and five practices to avoid.

In this essay, the authors explore the dilemmas facing researchers, educators, and policymakers in how to refer to multilingual students who are deemed in need of language support in school. There is a growing concern with the label English learner, the term currently used in U.S.

This paper presents evidence of the effects of dual language immersion (DLI) programs on the academic outcomes of students in elementary grades.

We were asked to examine how states and districts identify English learners and how they ensure that they are accurately identifying English learners with disabilities.

Prior research documented disproportional representation across racial, ethnic, and socioeconomic lines within the population of students identified as gifted and talented (GT).