Resource Library

Englis h Lea rners with Disa bili ties : A Need for Guida nce English learners with disabilities are a diverse group of students with unique educational needs. The proper identification of and service provision for this heterogeneous group is both complex and necessary for maintaining civil rights.

New research points to a distinct language-learning benefit for people who grow up bilingual or learn another language at an early age.

This panel discussion audiocast focuses on practices and options that states could adopt to hold schools accountable for ELs' achievement in the fairest and most accurate manner as part of the implementation of ESSA.

Research published in Mind, Brain and Education suggests that exposing ELs to English before they begin their formal education can greatly increase their chances of becoming bilingual.

A program for 4-year-olds in California called transitional kindergarten (TK) has been found to have distinct advantages, in terms of long-terms effects, in ELs who attend.

This primer on EL education, with links to more resources, was prepared by a 20-year veteran teacher of ELs for those who may be less familiar with EL needs and best practices.

Two new reports make the case that state-level work to meet ELs' needs is more important than ever under the Every Student Succeeds Act.

This issue brief offers community members a useful framework to evaluate state plans to determine if they meet required EL accountability elements.

The English Learner Roadmap, unanimously adopted by the California State Board of Education in July, is an online resource intended to supplement existing state standards.

Schools that want to improve the educational prospects for ELs should take account of what's happening in their students' lives outside the classroom, according to a new report.