Resource Library

Early Edge California and partners have launched a new website for educators and administrators supporting multilingual learners in PreK-3rd Grade.

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.

This article reports on findings from a multiyear implementation of the Learning Through Performance (LTP) in Middle School project. The LTP uses Project-Based Learning and Performance-Based Assessment approaches to teach the Next Generation Science Standards (NGSS).

This study helps mainstream and content area classroom teachers understand the role written and spoken language play in learning. Instructional tools and practices to support emergent bilinguals' reading comprehension and language learning are shared.

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

This article serves as a review of literature regarding the importance of supporting English Learner (EL) students in the grade level classroom by utilizing a Before, During, and After (BDA) reading lesson framework.

Can a teacher education course be used to develop teacher education candidates' (TECs) competences when teaching diverse learners?

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.

This article reports on initiatives implemented to increase family engagement of English learners (ELs) in several culturally and linguistically diverse school districts in the Midwest.

The purpose of this case study was to determine which types of instructional scaffolds are most effective in developing the mathematical reasoning of fifth-grade English learners (ELs) who have learning disabilities (LD).