Resource Library

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Keyword

English learners’ access to core content: Academic course enrollment in high school

Published Year
2024
Resource Type
Brief
Target Audience(s)
Educators of English Learners
Educators of Bilingual Students
Administrators
Policy makers
English Learners

Using statewide data from Oregon (2013/14–2018/19) and Michigan (2011/12–2014/15), this brief explores the prevalence of EL students’ exclusionary tracking in high school, compared to former and never ELs.

Dual language immersion programs: The state of current research

Published Year
2024
Resource Type
Brief
Target Audience(s)
Dual Language/Bilingual Educators
Educators of Bilingual Students
Educators of English Learners
Educators of Multilingual Learners
Policy makers
Language Researchers

In January 2024, researchers from the Region 15 Comprehensive Center (R15CC) at WestEd reviewed recent literature on dual language immersion (DLI) programs, identifying common methods, settings, and program implementation practices.

Supports for multilingual students who are classified as English learners

Published Year
2024
Resource Type
Dissertation
Target Audience(s)
Educators of English Learners
Educators of Bilingual Students
English Learners
Administrators
Language Researchers

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.

Promoting school success for immigrant-origin students

Published Year
2024
Resource Type
Brief
Target Audience(s)
Educators of English Learners
Administrators
Educational Leaders
English Learners

How can schools and districts promote the educational and social-emotional well-being of the diverse population of immigrant-origin students? This brief offers seven evidence-based practices to pursue, and two to avoid.

English learners? Emergent bilinguals? Multilingual learners?: Goals, contexts, and consequences in labeling students

Published Year
2024
Resource Type
Journal
Target Audience(s)
Educators of English Learners
Policy makers
English Learners
Families of English learners
Language Researchers

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.

Reclassifying English Learner Part II (September 2024)

Published Year
2024
Resource Type
Podcast
Target Audience(s)
English Learners
Educators of English Learners
Originating Organization
OELA

In Part II of the podcast Dr. Julie Lara presents on the Texas Education Agency’s efforts to implement asset-oriented labels and programing and Patricia Sandoval-Taylor discusses English learner programs and pathways within Tucson Unified School District.

Does early elementary dual language instruction deliver as promised?

Published Year
2024
Resource Type
Journal
Target Audience(s)
Dual Language/Bilingual Educators
Early Childhood Educators
Elementary Educators

Utilizing Utah state data, the aim of this study is to examine the association between language program types programs (dual language programs [DLI], sheltered instruction [SEI], and English as a second language [ESL]) since first grade and third-grade basic literacy skills of Spanish-speak