Resource Library

Research published in Mind, Brain and Education suggests that exposing ELs to English before they begin their formal education can greatly increase their chances of becoming bilingual.

New standards for the scoring of a widely-used English proficiency test have made it much more difficult for students to be judged as proficient.

Have you ever considered what might be going in the mind of someone who happens to be multilingual? Modern research continues to point to the fact that individuals who speak more than one language have a tremendous advantage.

For public schools in the United States, educating immigrant children can prove a challenge particularly at the high school level.

Many state-funded preschools have done little to ensure that staff have the training and skills to support children from families in which languages other than English are spoken, a report from the National Institute on Early Education Research has found.

Two new reports make the case that state-level work to meet ELs' needs is more important than ever under the Every Student Succeeds Act.

Current and former English-language learners have made significant progress in the past 15 years on the test dubbed the "Nation's Report Card"improving faster than English-only students. That's the takeaway from a study released this morning in the journal Education Researcher.

The English Learner Roadmap, unanimously adopted by the California State Board of Education in July, is an online resource intended to supplement existing state standards.

This is the first in a series of posts explaining the recent report from the National Academies of Sciences, Engineering, and Medicine on the education of dual language learners and ELs.

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.