Resource Library

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).

Instruction in the English as a Second Language (ESL) composition classroom includes providing opportunities to nurture and encourage language acquisition.

This study examined if early interventions reinforcing the phonemic awareness skills of non-Spanish-speaking English learners (ELs) can positively impact their reading and spelling levels.

This article advocates using a pictures-first approach for teaching writing to ELs. The pictures ELs create to illustrate their writing can serve to deepen their thinking and engagement and support language acquisition.

The authors conducted a review of research on young bilingual children's writing development. Their content analysis showed that young bilingual children develop knowledge of print and composing strategies related to bilingual and biliterate writing.

Schools in the United States are becoming more ethnically, racially, linguistically and economically diverse. It is projected that by 2050 the Hispanic population that speaks English as a second language in the United States will increase from 49.7 million to 132.8 million.

Purpose: This study examines English performance on a set of 11 grammatical forms in Spanish-English bilingual, school-age children in order to understand how item difficulty of grammatical constructions helps correctly classify language impairment (LI) from expected variability in second language a

This study used a within-subjects design to explore two instructional conditions for developing vocabulary in second-grade Spanish-speaking English learners (ELs)extended instruction and embedded instruction implemented during shared interactive reading.