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Supporting ELs With Interrupted Formal Education: Research And Practices From The Field – Part 2 (February 2020)

Published Year

2020

Resource Type

Podcast

Originating Organization

OELA

An important topic in English learner (EL) education is how ELs who are students with interrupted formal education, or SIFE, often face many serious challenges when attending school in the United States. Their educators also often encounter difficulties in meeting SIFE's needs.

Supporting ELs With Interrupted Formal Education: Research And Practices From The Field – Part 1 (February 2020)

Published Year

2020

Resource Type

Podcast

Originating Organization

OELA

State English Learner Education Policy: A Conceptual Framework to Guide Comprehensive Policy Action

Published Year

2020

Resource Type

Journal

Given the role of the state as the primary governing level tasked with U.S. public education, combined with the rapid rise in the proportion of students who are identified as English learners (ELs), this manuscript puts forth a framework for state EL education policy.

Leveraging Policy Implementation for Social Justice: How School Leaders Shape Educational Opportunity When Implementing Policy for English Learners

Published Year

2020

Resource Type

Journal

School leaders become arbiters of educational opportunity by shaping how policies are implemented within their buildings.

Teaching Leadership and Communication Among Diverse Colleagues: Why Cultural Competence Counts

Published Year

2019

Resource Type

Journal

This article discusses teacher leadership behavior in the context of an elementary school developing a dual language education program for its English learners. A team composed of teachers from diverse linguistic and cultural groups worked on planning the dual language program.

The Academic Adaptation of Immigrant Students with Interrupted Schooling

Published Year

2018

Resource Type

Report

Immigrant students who have experienced interrupted formal education in their native countries will, on average, experience a two-year grade gap compared to other immigrant students.

Intersection of Language, Class, Ethnicity, and Policy: Toward Disrupting Inequality for English Language Learners

Published Year

2017

Resource Type

Journal

This chapter proposes a conceptual framework that merges intersectionality and policy analysis as an analytical tool to understand the nuanced, multilayered, compounded educational inequality encountered specifically by low-income, Latino Spanish-speaking students in Arizona K-12 public schools as a

Reclaiming Indigenous Languages: A Reconsideration of the Roles and Responsibilities of Schools

Published Year

2017

Resource Type

Journal

in this chapter, we offer a critical examination of a growing field of educational inquiry and social practice: the reclamation of Indigenous mother tongues.

The Tejano History Curriculum Project: Creating a Space for Authoring Tejanas/os into the Social Studies Curriculum

Published Year

2015

Resource Type

Journal

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

Professional Development for Serving Children and Youth Who Are Refugees

Published Year

2015

Resource Type

Webinar recording

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.

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