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.

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.

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.

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.

In the context of recent debates for and against the reality of ~long-term English learners (LTELs)' in US secondary schools, the diversity of these students' classroom experiences and opportunities to develop academically valued forms of English is often overlooked.

The authors examined the effectiveness of a 2-year (kindergarten and first grade) oral English intervention provided to 534 Hispanic English-language learners in transitional bilingual education (TBE) and structured English immersion (SEI) programs.

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.

Utilizing a figured worlds and critical historical inquiry framework, this qualitative study examined how the Tejano History Curriculum Project provided opportunities for prospective and practicing bilingual educators to challenge long-standing and problematic depictions of Tejana/o histories in Tex