Resource Library

A classroom teacher discusses ambiguities in mathematics vocabulary and strategies for ELL students in building understanding.

The Spanish Native Language Arts Curriculum Guide (SNLACG) was developed as an initiative of the New York City Department of Education's Office of English Language Learners (OELL).

English Language Learners (ELLs) are among the fastest-growing demographic group in U.S. public schools. There are numerous recent reports documenting this phenomenon. Some reports estimate the numbers of ELLs enrolled in U.S.

Since 1992, the National Center on Educational Outcomes (NCEO) has analyzed participation and accommodation policies for students with disabilities on state administered assessments.

The purpose of this study was to measure the effectiveness of two instructional activities on teacher credential candidates as they learned how to adapt standards-based content lessons and increase vocabulary acquisition for English learners.

This qualitative case study examines an after-school, bilingual family literacy programme that brought together several groups to form a community of practice (CoP) that worked to support the literacy development of English language learners and their families.

Increasingly, mainstream teachers rather than specialist language teachers (English as a Second Language, bilingual teachers) are expected to work with English language learners (ELLs) in their classrooms.

The changing and growing student population in the U.S. demands well-equipped and trained teachers who have adequate preparation and pedagogical tools to fully meet diverse needs.

This study explored subprocesses of reading for 157 fifth grade Spanish-speaking English language learners (ELLs) by examining whether morphological awareness made a unique contribution to reading comprehension beyond a strong covariate-phonological decoding.

Many nine- and ten-year-old boys find reading interesting but begin to feel insecure about themselves as readers and avoid reading whenever they can.