Resource Library

The purpose of this study was to investigate how computational modeling promotes systems thinking for English Learners (ELs) in fifth-grade science instruction.

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.

This article examines recommended adaptations for English Learners (ELs) in the nationally-recognized C3WP argument writing program through the lens of effective EL literacy practices and culturally and linguistically responsive pedagogy.

This article makes two contributions to culturally and linguistically responsive pedagogy for English learners (ELs).

The purpose of this cluster randomized group study was to investigate the effect of multitiered, dual-language instruction on children's oral language skills, including vocabulary, narrative retell, receptive and expressive language, and listening comprehension.

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.

Reclassification is the process for determining when an English learner (EL) is sufficiently proficient in English to no longer be considered an EL and thus exited from the EL program and supports.

This mixed-method study compared the performance of adolescent English learners (ELs) on the Qualitative Reading Inventory-5 (QRI-5), Peabody Picture Vocabulary Test-4 (PPVT-4), and Words Their Way Elementary Spelling Inventory (ESI) to existing data from English-proficient students' performanc

This study describes the characteristics of English learner (EL) students in grades 3-8 and the schools they attended in Cleveland. It examined the EL students' performance on statewide math, English language arts, and English language proficiency assessments in 2011/12-2016/17.

This article is a review of research on Long-term English Language Learners (LTELLs). The author seeks to answer the following research questions: (1) What are the proficiency factors of LTELLs? To what extent do these proficiency factors affect language and literacy development?