Resource Library

Some educators feel bilingualism is "too lofty a goal" for English-language learners with disabilities, an attitude that could limit the educational trajectory of an already underserved population, a Lehigh University study found.

To serve young dual language learners (DLLs) equitably, early care and education (ECE) leaders must first have data on who these children are.

This short article gives tips on helping ELs feel ready for learning. laughter, warming them up, matching them up for dialog with partners, keeping your own equanimity, and realizing their ability to think outpaces their ability to communicate in English.

There is no time to waste. Our middle grade English learners are relying on us to help them advance in language proficiency quickly. The sense of urgency on our part must rise.

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.

About five million K-12 students in the United States do not speak English fluently, and their numbers are growing fast. While these children currently make up 10 percent of the total student population, researchers estimate that they could make up as much as 40 percent by 2030.

New research points to a distinct language-learning benefit for people who grow up bilingual or learn another language at an early age.

Two district leaders from Florida and California, respectively, share important lessons in seeing bilingualism as an asset, and the importance of providing ELs with clear language models.

A study from Northwestern University and the American Institutes for Research shows finds that there is no evidence for the notion that the presence of refugee students negatively affects other students' educational experience.

A program for 4-year-olds in California called transitional kindergarten (TK) has been found to have distinct advantages, in terms of long-terms effects, in ELs who attend.