Resource Library

Given the role of the state as the primary governing level tasked with U.S. public education, combined with the rapid rise in the proportion of students who are identified as English learners (ELs), this manuscript puts forth a framework for state EL education policy.

The results of a recent survey the Council of the Great City Schools conducted among its members on their English learner students (ELs) are reported and discussed in this report. In addition to EL enrollment data, languages spoken, and number of ELs receiving special education services.

Asian Americans and Pacific Islanders (AAPIs) are consistently underrepresented in special education. This study used ten years of longitudinal data from ten cohorts of kindergartners in a school district to examine if there were any differences among ethnic subgroups of AAPIs.

In this article we unpack the obstacles and opportunities associated with language minority student classification practices and, more specifically, English language learners' reclassification to fluent proficient status.

Drawing on ecological perspectives, this study examined the foundational assumption behind the negative stereotypes that surround children of mixed parentage in South Korea; namely, that their alleged deficiency in the Korean language will cause numerous issues for Korean society.

The current study compares simultaneous vs. successive bilingualism through a mixed-method research design with four four-year-old Korean-English bilingual children who were born and raised in the USA.

Nationally, schools are increasingly segregated by race and poverty as a result of demographic shifts and a changing legal and political landscape.

Despite the growing tendency worldwide to lower the starting age of English education, our knowledge of how young students learn English over time remains limited. Particularly limited is our knowledge of how parental socio-economic status (SES) influences their children's English learning.

Although dual language learners (DLLs) are linguistically, culturally, and socially diverse, researchers usually study them in aggregate and compare them to non-DLLs. The authors' purpose was to identify subgroups of preschool DLLs using latent class analysis.