Resource Library

English learners (ELs) receive English language development services through the Elementary and Secondary Education Act (ESEA).

This study examines the interaction between African immigrant students and their mainstream teachers. I am particularly interested in the influence of classroom practices on the literacy development of Francophone African immigrant children in the U.S. classroom.

This article considers the relevance of language policy and planning (LPP) for language education in the United States in relation to the country's longstanding and continuing multilingualism. In reflecting on the U.S.

This article addresses the special challenges associated with collecting longitudinal samples of the spontaneous sign language and spoken language production by young bimodal bilingual children. We discuss the methods used in our study of children in the United States and Brazil.

This study examines the characteristics and determinants of English learners' (ELs') access to academic content in middle school (Grades 6-8).

This article presents a qualitative study of integrating target language (TL) materials and activities within a world language (WL) teacher preparation program at a large, Midwestern public university.

This longitudinal study examined whether the implementation of a Spanish-English paired literacy approach provides an academic advantage to emerging bilingual students over a sequential literacy approach. The study employed a quasi-experimental design.

The topic of this article is the link between research on the neurocognition of the teaching-acquisition interface and research on second language teaching.

This article explores the placement practices of students into different educational programs in PreK-first grade, including two bilingual education programs and an ESL mainstream classroom. We then examine the discourse practices of four third-grade teachers and the school principal.

In an ongoing debate, bilingual research currently discusses whether bilingualism enhances non-linguistic executive control. The goal of this study was to investigate the influence of language-switching experience, rather than language proficiency, on this bilingual executive control advantage.