Resource Library

For more than two decades, accommodations have served as the primary strategy for ensuring the valid participation of multilingual learners ( MLLs) in high-stakes summative assessments.

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.

This study examined the effectiveness of explicit instruction and feedback, focusing on degrees of prior knowledge of the personal a in intermediate level second language (L2) Spanish.

This article is based on a national survey of Latina/o principals and assistant principals conducted by the National Latina/o Leadership Project and focuses on the women participants.

This article is based on a national survey of Latina/o principals and assistant principals conducted by the National Latina/o Leadership Project and focuses on the women participants.

This article discusses a newly developed method for teaching ELs called Developing Consultation and Collaboration Skills (DCCS).

New state legislation may pave the way for more multilingual education programs. The article looks at efforts to boost numbers of bilingual educators.

This article highlights the need for more bilingual teachers and looks at bilingual paraprofessionals as an avenue to increase the number of these teachers.

This policy paper explores ways of helping paraprofessionals solve financial, academic, bureaucratic, and linguistic obstacles to become full-time teachers. It also summarizes policies and existing research related to these challenges.

This post discusses a study from Stanford University that analyses the effectiveness of teachers with and without special training in working with ELs.