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 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
This resource presents a clear vision and practical suggestions for helping teachers engage English language learner (ELL) students in simultaneously learning subject-area content, analytical practices, and language.
In classrooms across the country, teachers are encountering more children who are learning English, come from diverse backgrounds, and who speak a variety of languages.
Drawing on a decade of research, this book explores the question of effectiveness in two-way immersion by examining the development of bilingualism and biliteracy in elementary TWI students.