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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 article describes a pedagogical approach for enhancing reading comprehension that was employed in a Spanish heritage after-school program with third to fifth graders.

With the rise of globalization, culture mixing increasingly occurs not only between groups and individuals belonging to different cultures but also within individuals.

To date, the vast majority of research on the linguistic abilities of heritage speakers has focused on young adults whose heritage language is no longer developing.

The goal of implementing a culture-based curriculum that draws upon indigenous knowledge, traditions, and language is currently in competition with demands placed on schools by high stakes educational reform to implement a standards-based curriculum in schools.

Despite the fact that the population of English Language Learners (ELLs) is rapidly increasing, there is ample evidence that indicates that most teachers can benefit from training for teaching ELLs effectively.

To improve education for American Indian and Alaska Native (AI/AN) students, tribal leaders, educators, and Native youth called upon WHIAIANE to collect information on school environment experiences from teachers, parents, community members, and the students themselves.

Fifty years after the U.S.

Quality early childhood care and education can be of great benefit to children, and so including all peoples, regardless of background, culture, or ethnicity, in such programs is important.

Ethnic identity refers to the subjective experience embracing the feelings, experiences, and behaviors through which people position their membership in a single or multiple ethnic groups.