Resource Library

Teachers of English learners find it challenging to communicate in classrooms where students come from a variety of language and cultural backgrounds. Some children may speak Spanish at home, while others speak Vietnamese, Punjabi or Arabic.

ilingual children have been shown to be better communicators, do a better job paying attention, and even become stronger readersin both languages. Yet most American children who speak a language other than English at home begin to lag behind in school by fourth grade.

Of the roughly 15,000 students across Burbank schools, 61% of students speak only English at home; Spanish is the second ranking other language spoken, ranking below Armenian, and above Russian, Arabic, Tagalog, and Korean.

This is the third and final in a series of interviews with EL experts on the question, What is the role, if any, of an ELL student's home language in the classroom?

This column describes one Minnesota school district's efforts to integrate ELs and their families into its schools

The Los Angeles Unified School District has set up a hotline and opened extended support sites to respond to a high level of anxiety among students, particularly immigrants.

This special February 2016 issue of ASCD's journal, Educational Leadership, offers digital access to articles on such topics as co-teaching to support ELs, engaging with ELs' families, myths about ELs, and more.

This article from ACSD's Education Update, provides tips on assisting parents in becoming education partners with parents.

Track the expansion of dual-language programs, discover how bilingual schools are improving outcomes for all students, and explore effective approaches to breaking language barriers in this special issue of Spotlight, a compilation of relevant articles from 2015.