Resource Library

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.

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.

This article reviews recent scholarship in language, identity, and education.

Recent findings suggested that an L2-immersion school experience produced some of the cognitive benefits associated with early bilingualism.

Transnational students experience living and schooling in two countries that are closely tied economically and politically. As the number of U.S.-Mexico transnational students increase, so does the need for teachers who can respond to their academic needs.

The purpose of this resource is to assist with provision of orientation to unaccompanied refugee minors and to refugee youth in general. It was designed for use by overseas orientation providers, but it can be adapted for use by those who deliver orientation in the United States.

This article presents findings from a qualitative study of newly arrived immigrant students attending mainstream vocational courses through a high school newcomer program in the southern United States.

This report examines the findings of a two-year ethnographic study of newly arrived Somali Bantu refugee students in a U.S. elementary school (K-6) in Chicago.

To examine the ways in which high schools in New York City attend to second language acquisition is to consider everyday actions in schools, government dealings, localized policy responses, and disparate discourses on bilingualism.