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.

Bilinguals are not all the same. There are differences in bilinguals' language proficiency, when they acquired a second language, their patterns of language use, and code switching.

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 document provides a list of recent studies and articles on states' reclassification systems to answer the question of how long does it take for English Learners to become proficient 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.

This paper is the first in a series from Educational Testing Service (ETS) concerning English language proficiency (ELP) assessments for K-12 English learners (ELs).

The present study investigated the contribution of the EFL students' learning strategies to the explanation of the variance in their results on language tests. More specifically, it examined the role of these strategies as bias factors in the results of English cloze tests.

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.

In this article, I introduce the special issue on education finance and English Language Learners, with the purpose to disseminate timely and relevant education finance scholarship with a particular focus on English Language Learners (ELLs).

This webinar presents information about who refugees are and how schools can serve these students, offering strategies and approaches for educating refugees and for creating inclusive school environments.