Resource Library

This guide provides research-based guidelines to support state and district leaders in implementing reforms for ELs outlined by the U.S. Department of Education in 2011.

This paper addresses literacy instruction of ELs as a shared responsibility among teachers across disciplines, as well as curriculum developers, textbook writers, assessment specialists, teacher educators, administrators, researchers, policy makers, and others.

Although the research literature regarding language growth trajectories is burgeoning, the shape and direction of English Language Learners' (ELLs) language growth trajectories are largely not known.

This report discusses a set of Dual Language Learner Teacher Competencies (DLLTC). These competencies are seen as integral to the preparation of prospective teachers who wish to successfully work with dual language learners.

This report summarizes key findings drawn from the literature on promising practices that all teachers can employ when working with ELs and the degree to which that research is integrated into the preparation, certification, and evaluation of teachers as a means for improving educational outcomes fo

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.

This resource provides 10 research-based instructional strategies for students who struggle with learning academic language. The strategies may be used for ELs or other students who have difficulties learning and adapting to academic language.

This introduction to a panel presentation on Dual Language Immersion (DLI) education provides the educational philosophy, the program goals, and general overview of DLI program growth in the United States.

This report articulates the collective emerging knowledge base about how to design and implement effective courses that meet the needs of long-term English learners.

For a sample of low-income, Spanish-speaking Mexican-American families (n = 72), we investigated associations between family involvement in school-based activities and children's literacy in their preferred language (English or Spanish) during early elementary school.