Resource Library

The purpose of the present study was to examine the relationships among proportion of instruction in Spanish, observed classroom quality, and preschool-aged children's academic skills.

Utilizing the critical race theory (CRT) construct of majoritarian stories and the already identified story of English-is-all-that-matters in the education of multilingual learners and their teachers, this study illustrates the influence of this powerful narrative in classroom practice.

This study presents findings from a case study of 18 second- and 1.5-generation West African immigrants.

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.

Teachers working with emergent bilinguals1 face difficult dilemmas. Students who do not receive rigorous content instruction fail to acquire academic language.

This article discusses the use of a reading curriculum designed to incorporate all of the proven practice components of reading as suggested in the United States National Reading Panel report (National Institute of Child Health and Human Development, 2000).

Undocumented migration is a major demographic trend, yet both under researched and under-theorized. This is particularly the case for undocumented students in the U.S., as most studies that target this population have spotlighted extraordinary adolescents (e.g., Gonzales, 2008).

This article discusses a documentary film project produced by high school students in Hawai'i that investigated the value of Pidgin (Hawai'i Creole) in schools and society, and which ultimately aimed to address the problem of linguicism ( Skutnabb-Kangas, 1990).

In this manuscript we report on a curriculum design project in which we worked with students in an urban immigrant community to study their own language practices in different contexts.

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.