Resource Library

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

This article highlights individual studies and research syntheses that point to how educators might provide effective ELD instruction.

This brief reviews beliefs, both new and commonly held, about the development and learning of young children who are acquiring English as their second language. In addition, the author presents current research evidence that can better guide policies.

Sooner or later, as schools move to implement the new Common Core and other forthcoming standards, almost every teacher in the United States will face the challenge of how to support students from homes where English is not the dominant language in meeting subject-matter academic expectations that r

Assessment-to-standards alignment in the standard-based assessment system typically can be evaluated by conducting item reviews, during which a panel of content experts looks for matches between test items and target content standards (Sireci, 1998).

This paper points out three different ways that language is involved in the standards: language requirements in the content standards, English language arts standards, and language-convention-specific standards. It calls for a thoughtful integration of these three dimensions.

This article investigates the need for both a theoretical and a practical way to understand the construction of linguistic and social competence as perceived by emergent bilingual and multilingual students of color in an American urban elementary school.