Resource Library

The purpose of this study was to examine how fourth-grade Spanish-English speaking bilingual students in the USA participated differently in English-as-a-second-language (ESL) literature groups when they were invited to use all of their linguistic resources vs.

This research considers the role of the principal and teachers in promoting and supporting dual language bilingual education in three established elementary school programs in New York City.

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.

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.

Recent studies of Asian American youth language practices have presented compelling insights about the identities and migration experiences of young people of Asian descent.