Resource Library

A distinguishing feature of English learners (ELs) centers on coming from homes in which a language other than or in addition to English is used, but bilingualism itself is not a risk factor for low academic achievement.

This study examined the role of science domain knowledge, reading motivation, and decoding skills in reading comprehension achievement in third-grade students who are English learners (ELs) and students who are monolingual, using a nationally representative data set.

A qualitative research study was conducted to understand the academic challenges of long-term emergent bilingual students (also known as English learners) at the secondary level. The data collected included individual interviews with the students, plus language and academic performance records.

The authors of this two-year case study investigated expert language/content instructional strategies in a high school science class composed of English learners (ELs) speaking different languages and at different stages of English acquisition.

This article is a review of research on Long-term English Language Learners (LTELLs). The author seeks to answer the following research questions: (1) What are the proficiency factors of LTELLs? To what extent do these proficiency factors affect language and literacy development?

Longterm English learners (LTELs) are a subgroup of English learners (ELs) who are not reclassified as proficient in English after six or more years.

The article describes research-based instructional practices to improve the reading comprehension and academic vocabulary of English Learners (ELs) in the secondary grades. Adolescent ELs who have difficulty with English proficiency most likely have difficulty with reading comprehension.

This report examines two important types of ELs in Los Angeles and San Diego districts' middle and high schools: long-term ELs who have spent several years in U.S.

Can universal design for learning improve the engagement and outcomes of English learners (ELs)?