Resource Library

According to a new report from the Migration Policy Institute (MPI), the support offered to young children who speak languages other than English at home varies widely from state to state, and community to community.

Using Jarvis's (2009) framework of adult learning, this study examines how inservice elementary school teachers make sense of instruction that is responsive to multilingual learners.

While families play a vital role in the early literacy skills of young English Learners, their educators often do not share the same backgrounds or cultures, and may not know how to connect with parents who are linguistically and culturally different.

The authors explore the effects of student tutoring as an approach to provide support on self-regulated learning (SRL) to fifth- and sixth-grade students with a low socioeconomic or immigrant background. In total, 401 Flemish (Belgium) students participated.

This study explores preliminary results from a pedagogical intervention designed to improve instruction for all students, particularly emergent bilinguals in the United States (or English language learners).

Preparing classroom teachers to teach English Learner (EL) students continues to challenge teacher educators.

Across the globe, schools serve students from increasingly diverse backgrounds, including those still learning the dominant language. But schools have struggled to maintain pace with the changing population, resulting in a lack of prepared teachers and subsequent gaps in student achievement.

A partnership between a university program and an urban public school was created to help the school respond to the significant increase in the school's population of immigrant, English language learners.

This study explored the use of makerspaces as a professional development activity when examined through the analysis of qualitative data reflecting participant experience.

At a time of increasing public and government focus on the quality of teacher education, little is known about the professional development needs of those who teach teachers in further education (FE). Yet they are crucial players.