Resource Library

Abstract Current theories of bilingualism argue that the language practices of bilinguals are drawn from a single linguistic repertoire, and that enabling access to the full breadth of students' language practices can be a vital resource for further language development.

The COVID-19 pandemic has exacerbated existing inequalities within our education systems, and, in many cases, has further marginalized students of refugee and migrant backgrounds.

Public schools across the country are increasingly working with children who enter schools speaking a language other than English. Using a case study methodology, the authors examined Dual Language Program (DLP) implementation in Arizona, which by law supports English-only education.

Three issues are explored in this article: (1) How do categorical acronyms such as ELL (English language learner), EL, ESL, and EAL (English as an additional language) misrepresent diversity?

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

Ten percent of immigrants residing in the U.S. are from Caribbean nations. This article profiles these immigrants on several characteristics.

This study examined whether social media can promote adolescent English learners' academic and social progress. Recently arrived adolescents mainly from East Africa participated in a four-day social media unit in a high school English as a Second Language class.

A refugee from Ethiopia has just joined your first-grade class. During the first two weeks, you learn the following about him: 1) He does not know a word of English. 2) He has already been in three fights. 3) He wears the same clothes several days a week.