Resource Library

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

The purpose of this study was to investigate the collaborative practices English as a second language (ESL) teachers and classroom teachers currently use, and to formulate recommendations for enhancing these collaborative professional relationships that support the instruction of English learners (E

This study examines the perceptions K-12 teachers of English as a second language (ESL) have regarding academic language. The findings indicate that ESL teachers see academic language development as essential to ensuring English learners (ELs) have equal educational opportunities.

English language learners (ELLs) are often placed in mainstream classrooms to be taught by teachers with little preparation for linguistic diversity.

Recent calls for social justice to be a key aspect of principal preparation have been made, but content related to the efficacy of dual language education has been a neglected area of educational leadership research, coursework, and principal preparation standards.

Despite the well-documented benefits of bilingualism, current educational practices in the United States reflect the deeply held belief that because the United States is an English speaking country, English should be the language of instruction.

Many assume low-income, emergent bilingual Latinos have poor reading attitudes. To investigate this issue, we surveyed 1,503 Texas public high school students through stratified cluster sampling to determine their reading attitudes.

In the context of recent debates for and against the reality of ~long-term English learners (LTELs)' in US secondary schools, the diversity of these students' classroom experiences and opportunities to develop academically valued forms of English is often overlooked.

The authors examined the effectiveness of a 2-year (kindergarten and first grade) oral English intervention provided to 534 Hispanic English-language learners in transitional bilingual education (TBE) and structured English immersion (SEI) programs.

This chapter reviews critical areas of research on issues of equity/equality in the highly proclaimed and exponentially growing model of bilingual education: two-way immersion (TWI).