Resource Library

Research from interactionist second language acquisition and sociocultural theoretical perspectives shows that referential questions are important for learning, but also, that they can be difficult for English language learners (ELLs) to understand and produce answers to.

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

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.

This article examines how Arizona's teachers of English learners negotiate between restrictive language policies and complex teaching conditions.

This article explores local state bilingual-education policy vis-A- -vis pervasive dominant-language ideologies about language-education policy and practice.

The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890).

Latino students in the United States face a number of challenges. It is estimated that almost one in two Latino students currently drops out of high school.1 Although more than 40% of Latinos enter some sort of postsecondary educational program, fewer than 20% complete a 4-year degree.

This article examines how Arizona's teachers of English learners negotiate between restrictive language policies and complex teaching conditions.

This paper reports on a case study of teachers' expressions of their literacy-related professional development needs in a First Nations school located in Ontario, Canada.

Recent anti-immigration policies and practices in the Southeast of the United States have presented difficult challenges for newly arrived bilingual learners and their families.