Resource Library

The goal of the nine family and caregiver activity sheets in this educator's guide is to provide families and caregivers with simple, fun activities they can use with their children to strengthen their language.

It can be challenging for teachers of English Learners (ELs) to find texts that are both engaging and at an appropriate readability level. This is especially true for older newcomers and other middle- and high-school students still developing English literacy.

A qualitative research study was conducted to understand the academic challenges of long-term emergent bilingual students (also known as English learners) at the secondary level. The data collected included individual interviews with the students, plus language and academic performance records.

This study seeks to explain why English learners (ELs) lag behind their peers in academic achievement. ELs' limited access to more advanced courses may partly account for these differences.

The article describes research-based instructional practices to improve the reading comprehension and academic vocabulary of English Learners (ELs) in the secondary grades. Adolescent ELs who have difficulty with English proficiency most likely have difficulty with reading comprehension.

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.

Nationally, ELs are overrepresented in special education. This study examined data reported at the district and school levels. It found that in one middle school, ELs were twice as likely as non-ELs to be identified as needing special education services.

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.

"Two of the article's authors are white, monolingual English speakers who taught at a six-week high school summer literacy institute for newcomers (i.e., attended a U.S. school for three or fewer years). The students were Spanish or French speakers.

This study investigated the nature of dyadic interaction between secondary English language learners (ELLs) engaged in mathematics peer tutoring sessions.