Resource Library

Every child deserves a great teacher. For this to happen, California must create and maintain a highly effective educator workforce.

In April 2012, the North Central Comprehensive Center (NCCC) at McREL released a report titled English Language Learner Resource Guide: Top Ten Instructional Tips for Schools with a Low Incidence of ELLs.

In April 2012, the North Central Comprehensive Center (NCCC) at McREL released a report titled English Language Learner Resource Guide: Top Ten Instructional Tips for Schools with a Low Incidence of ELLs.

This study seeks to identify the characteristics and training experiences of teachers who are differentially effective at promoting academic achievement among English language learners (ELLs).

This paper outlines strategies to prepare teachers to better meet the needs of English language learners, considering more aggressive and creative capacity-building initiatives that strengthen and integrate the disciplinary teaching strategies with literacy and language development strategies.

National Assessment of Educational Progress data were analyzed to assess differences in reading achievement for Hispanic fourth graders across states with varying policies on language acquisition, controlling for student and school characteristics.

The theories of practice of four novice bilingual teachers regarding their language choices during sheltered English instruction are presented.

Preparing U.S. teachers for effectiveness with culturally and linguistically diverse (CLD) secondary students remains a challenge, given the relative homogeneity of educators and their enculturation to an educational system based on European American norms and values.

Programs in the United States that certify PreK-12 teachers in English as a second language (ESL) must meet high and consistent standards in their preservice preparation.

In examining life history narratives of 14 linguistically and culturally diverse pre-service teachers, this study addresses two research questions: How do pre-service teachers construct difference between themselves and others?