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Despite increasingly diverse enrollments in public schools, students across the U.S. are still segregated by race and poverty, and English learners (ELs) often experience triple segregation by race, poverty, and language.

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.

A distinguishing feature of English learners (ELs) centers on coming from homes in which a language other than or in addition to English is used, but bilingualism itself is not a risk factor for low academic achievement.

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.

The purpose of this cluster randomized group study was to investigate the effect of multitiered, dual-language instruction on children's oral language skills, including vocabulary, narrative retell, receptive and expressive language, and listening comprehension.

This study examined the role of science domain knowledge, reading motivation, and decoding skills in reading comprehension achievement in third-grade students who are English learners (ELs) and students who are monolingual, using a nationally representative data set.

Given the role of the state as the primary governing level tasked with U.S. public education, combined with the rapid rise in the proportion of students who are identified as English learners (ELs), this manuscript puts forth a framework for state EL education policy.

Culture, language, and emotion all influence and affect our daily lives in their own manner. Although there is a large body of research suggesting that these factors interact with each other in intricate ways, they have traditionally been studied independently of each other.

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).