Resource Library

This document provides information about interpretation in the classroom setting. It includes recommendations on seating arrangements, pre-interviews with the interpreter, and the roles of both the teacher and interpreter.

Recent randomized experiments have found that seemingly "small" social-psychological interventions in educationthat is, brief exercises that target students' thoughts, feelings, and beliefs in and about schoolcan lead to large gains in student achievement and sharply reduce achievemen

New York City sets itself apart from many locations in the USA due to its citizens' unparalleled diversity.

Educators of young children, including speech-language pathologists, are often uncertain as to how to effectively work with children from diverse backgrounds because they do not know enough about cultural and linguistic diversity and its impact on language development.

This paper situates the contemporary debate about education and accountability for English language learners/bilingual learners within a sociocultural context and suggests ways that dual language educators and researchers can help move this debate forward.

This paper describes the ways in which New York City schools have responded to the multilingualism of its children in the last 40 years, and suggests changes needed in order to accommodate the greater linguistic heterogeneity of the city.

While participating in the Bilingual Teacher Research Forum (a teacher inquiry group), I decided to do research in my classroom to investigate the ways in which emergent bilinguals (EBs) expanded their appreciation and understanding of writing in English as a second language.

Since the dawn of mayoral control in 2002, New York City high schools have undergone a major overhaul. Part of this reform effort has been the replacement of underperforming large high schools with new small high schools.

There is growing evidence that schools are not meeting the needs of emergent bilinguals who are falling behind in both academic language development and content knowledge learning.

To examine the ways in which high schools in New York City attend to second language acquisition is to consider everyday actions in schools, government dealings, localized policy responses, and disparate discourses on bilingualism.