Resource Library

This article is the first of a three-part series examining whether the language used in mathematics items on the on National Assessment for Educational Progress (NAEP) impacts the results of English language learners (ELs), and if modifications can be made to level the playing field for ELs.

Will there be a sufficient number of teachers certified in the areas needed to meet future demands? That is the question education leaders in Michigan asked.

Co-teaching in which a general education teacher teaches alongside an English as a second language (ESL) teacher, is a strategy that is used to more equitably teach English learners (ELs).

A qualitative research study was conducted to understand the academic challenges of long-term emergent bilingual students (also known as English learners) at the secondary level. The data collected included individual interviews with the students, plus language and academic performance records.

This article discusses the important role play has, especially free and pretend play, in supporting young bilingual children's language development. It is through social interactions that children learn language best.

A four-year field-based undergraduate teacher preparation program implemented by a university seeking to prepare all its teacher candidates to teach in linguistically and culturally schools was examined.

The goals of this study were to (1) explore the attitudes of monolingual English pre-service teachers to teaching PreK to 5th grade dominant Spanish speakers who are learning English in a dual language program, and (2) to examine the teacher preparation program and its field experiences.

This article discusses the findings of a 2-year ethnographic study that explored how peer and teacher-student interactions in a linguistically diverse high school English as a Second Language (ESL) classroom affected English learners whose first languages were not spoken by many of the other ESL stu

Head Start educators in two large cities in California were surveyed about their views on bilingualism, dual language development, and bilingual education. The survey results indicated that overall, respondents viewed bilingualism favorably.

This policy brief provides an overview of national and state laws governing the education of English learners (ELs) in Arkansas. It also reviews state policies and procedures for identifying ELs. Most of the brief is devoted to tracing the growth of the EL population in Arkansas.