Resource Library

Considering the ever-increasing number of English language learners in the United States and the limited resources ESL teachers have, finding the right course book is of crucial importance.

This book is devoted to dual language education (DLE). The authors of the eight chapters cover topics such as the attributes of a successful DLE model, policies needed, teacher preparation, and the challenges and opportunities of extending a DLE model to preschool and secondary settings.

This online professional learning series is for teachers to learn how to provide more culturally responsive instruction to Native American students by integrating students' cultures into the curricula. The series consists of five sequenced lessons delivered through videos and tasks.

This latest data story from the Department of Education presents national data on two important outcomes for ELs: grades 4 and 8 performance on the National Assessment of Educational Progress and on-time graduation rates of ELs and non-ELs. This report is provided in an online interactive format.

This brief article presents strategies gleaned from research and which the author has successfully used in teaching reading to English learners in middle school. Strategies to use during, pre- and post-reading are presented in a clear step-by-step manner.

This book, published by TESOL Press, is part of a series devoted to translating conceptual and empirical research into practices. This book focuses on the middle school grades. It is divided into four sections: language arts, social studies, science, and mathematics.

The National Academies of Sciences, Engineering and Medicine assembled a committee of experts in STEM, English acquisition, and equity to study English learners' access to STEM-related learning opportunities.

Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society.1 Despite their linguistic, cognitive, and social potential, many ELswho account for more than 9 percent of enrollment in grades K-12

The purposes of this chapter are twofold: (a) to suggest that sociocultural framing of Universal Design for Learning (UDL) would more effectively support ELLs and (b) to examine in greater detail what sociocultural reframing of UDL could look like in assessment activities in which ELLs are particip

Report Summary Effectiveness": Everyday Mathematics(R) was found to have potentially positive effects on mathematics achievement for primary students. Program Description: Everyday Mathematics(R) is a core curriculum for students in grades pre-K-6.