Resource Library

There exists a persistent misconception that bilingualism is not an achievable goal for English learners (ELs) with disabilities. This chapter discusses the equity issues surrounding the teaching of ELs with disabilities.

This study examined the efficacy of vocabulary instructional practices for teaching bilingual children with hearing loss. There is little information in the research literature on the degree the child's home language is used.

This article describes a pedagogical approach for enhancing reading comprehension that was employed in a Spanish heritage after-school program with third to fifth graders.

Research is showing that continuing to foster English learners' home language while he or she learns English has long-term benefits, including economic benefits.

An ethnographic research design was used in this two-year project examining the impacts of school parent liaisons and immigrant Latino families.

Using a Funds of Knowledge framework, a researcher interviewed parents who spoke languages other than English at home about their relationship with their child's elementary school. Results indicated that parents respected their child's teacher and saw themselves as collaborators.

This study investigated the connections between language proficiency and literary skills. Eighty-one native and nonnative English speakers in kindergarten who were at different alphabetic phases of word reading development were taught function and content words on flashcards.

Do peers' languages influence dual language learners' (DLLs) and monolingual English-only (EO) speakers? A study with a group of DLLs and EOs in kindergarten provided evidence to support an affirmative response to this question.

This study compared the reading abilities of fifth grade English as a first language (EL1) students and ELs.

This article discusses reading intervention courses at the high school level and how these courses can limit the educational opportunities of linguistically diverse students of color.