Resource Library

In classrooms across the country, teachers are encountering more children who are learning English, come from diverse backgrounds, and who speak a variety of languages.

This article describes the elements of an effective professional development program that was used successfully with ELs with disabilities (Echevarria & Short, 2009).

This Policy-to-Practice Brief provides an overview of the different components necessary for supporting English language instruction. It focuses on the impact of these components through the preparation and recruitment of teachers of English language learners.

This Issue Paper addresses the challenges of preparing general education teachers and teachers of English language learners for classroom contexts that include a diverse array of languages and cultures.

The purpose of these guidelines is to provide practitioners with a framework to assist in making appropriate decisions regarding the assessment of ELLs in academic content areas.

In this three-state study, the authors estimate the magnitudes of achievement gaps between English learner (EL) students and their non-EL peers, while avoiding typical caveats in cross sectional studies.

English language learners (ELLs)students who are still developing proficiency in English represent a large and rapidly growing subpopulation of students in U.S. classrooms. Accordingly, they are also a key group of students to consider when designing and administering educational assessments.

This Facilitator's Guide has been prepared for presenters of the "Language Development for English Language Learners" professional development module.

With the sharp rise in students who are English language learners (ELL), research on identifying and serving the needs of gifted and talented (GT) ELL students offers fertile ground for best practice guidelines.

This article explores how to improve the quality of learning opportunities, such as gifted education, for students who are culturally and linguistically diverse (CLD).