Resource Library

Ability to write focused expository essays in English is the key to academic success for students in an English-medium education system, but such writing can be a challenge for students for whom English is a Second Language.

Unpacking a dialogic speech event that took place in an ESOL teacher education class, this article explores an instance of struggle over ascribed, commonsense meanings that include some U.S. Americans and exclude others.

Internationally paraprofessionals are increasingly employed as one option of providing support for English language learners (ELLs) in schools. Consequently more teachers are working with paraprofessionals and becoming responsible for their supervision.

This paper points out three different ways that language is involved in the standards: language requirements in the content standards, English language arts standards, and language-convention-specific standards. It calls for a thoughtful integration of these three dimensions.

Cooperation between English as a second or other language (ESOL) and content-area teachers, often difficult to achieve, is hard to assess linguistically in a revealing way.

This is the first chapter of the English Learner Tool Kit, which is intended to help state and local education agencies (SEAs and LEAs) in meeting their obligations to English Learners (ELs). This tool kit should be read in conjunction with the U.S.

This article reviews the limitations of Arizona's single-question HLS and provides ways these surveys can be improved and complemented to ensure ELs are identified for assessment and receive the services they need.

FABRICA Learning Paradigm for ELLs. This paradigm allows subject-area teachers and administrators to provide diverse groups of ELs with access to classroom content while they acclimate to an English learning environment.

During the 2014 legislative session, lawmakers passed the nation's most comprehensive legislation in support of English Learners (ELs).

This paper focuses on the home language surveys used by five SEAs to initially identify students who may be eligible for language assistance services. Contents include a brief history of the use of such surveys in U.S. schools and current practices, with examples from selected SEAs.