Resource Library

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.

The preponderance of literature suggests that culturally and linguistically diverse (CLD) learners demonstrate unexpected underachievement in academic areas, mainly due to educators' inability to differentiate between students' cultural attributes rather than demonstrable cognitive dysfunc

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.

Transnational students experience living and schooling in two countries that are closely tied economically and politically. As the number of U.S.-Mexico transnational students increase, so does the need for teachers who can respond to their academic needs.

Drawn from a two-year critical ethnography, the author explores how Mexican-origin students in a U.S. southwest charter high school resisted Spanish heritage language instruction.

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.

With the increasing number of culturally diverse populations in this country, it is crucial that educators acquire the skills, knowledge, and dispositions necessary to be culturally proficient and to create culturally proficient classrooms that meet the academic and social needs of all demographic g

This book is written for special education professionals who work with ELs. It provides guidance on the unique needs of ELs with disabilities and how to design appropriate interventions. It includes professional development activities and discussion questions as well as graphic organizers.

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.

Transnational students experience living and schooling in two countries that are closely tied economically and politically. As the number of U.S.-Mexico transnational students increase, so does the need for teachers who can respond to their academic needs.