Resource Library

The COVID-19 pandemic has exacerbated existing inequalities within our education systems, and, in many cases, has further marginalized students of refugee and migrant backgrounds.

Structured English Immersion is the language policy Arizona uses to construct the educational experiences of refugee students entering its schools. This article includes a review of the literature and data collected through interviews with teachers to examine how this policy operates in practice.

This short article gives tips on helping ELs feel ready for learning. laughter, warming them up, matching them up for dialog with partners, keeping your own equanimity, and realizing their ability to think outpaces their ability to communicate in English.

A study from Northwestern University and the American Institutes for Research shows finds that there is no evidence for the notion that the presence of refugee students negatively affects other students' educational experience.

The article talks about increasing diversity in the Springdale district of Arkansas which saw a change from 97 percent Caucasian students in 1989 to 35.4 percent Caucasian students in October 2016.

To understand how educational policies are created and supported for immigrants and their children, we must explore how community members make sense of broader immigrant/immigration discourses.

his paper reports on the curriculum development stage for a larger science-literacy intervention for secondary school newcomers enrolled in an urban US school.

Purpose: This paper provides insight into the effective education of immigrant and migrant children: many of whom are classified in New York City's public schools as English language learners.

This study aims to increase understanding of factors that account for academic English language proficiency in a sample of 274 adolescent first-generation immigrant students from China, the Dominican Republic, Haiti, Central America, and Mexico.

The purpose of this case study is to investigate the decision-making processes of 12 high-achieving rural Mexican immigrant high school students. Ethnographic data are collected over 18 months, and the investigation is guided by structuration theory.