Resource Library

The U.S. spends far more on education than any other country in the world (OECD, 2011); yet, continues to produce vastly inequitable outcomes, especially for English Learners (ELs). In this article we explore the reasons for, and consequences of, the U.S.

A functional approach to language development draws on functional linguistic perspectives to offer ways of engaging students in exploring meaning in texts through classroom discussions about language. This approach provides a metalanguage for talking about the meanings in the choices authors make.

Despite increasingly diverse enrollments in public schools, students across the U.S. are still segregated by race and poverty, and English learners (ELs) often experience triple segregation by race, poverty, and language.

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.

This study examines Head Start teachers' beliefs and knowledge about dual language learners (DLLs). Twenty-three female teachers working in Head Start preschool centers were interviewed on their beliefs regarding DLLs, DLLs' development, and their instructional practices for DLLs.

This case study examines Dual Language Program (DLP) implementation in Arizona, a state that has legally mandated English-only education for English learners (ELs). It highlights the benefits of DLP such as bilingualism, biliteracy, and biculturalism, as well as the challenges DLP poses.

Do Spanish and English core academic language skills (CALS) contribute to English reading comprehension? That was the question this study investigated using Spanish-English dual language learners in Grades 4 and 5 (n = 165) as the subjects.

The goals of this study were to (1) explore the attitudes of monolingual English pre-service teachers to teaching PreK to 5th grade dominant Spanish speakers who are learning English in a dual language program, and (2) to examine the teacher preparation program and its field experiences.

This article focuses on three Mexican-origin students who attended a Spanish/English dual language program in a southern California school district for their elementary and middle school education. All three students speak Spanish, English, and the indigenous language of Zapoteco.

This article discusses teacher leadership behavior in the context of an elementary school developing a dual language education program for its English learners. A team composed of teachers from diverse linguistic and cultural groups worked on planning the dual language program.