Resource Library

Displaying 1 - 10 of 45

The landscape of language learners in California’s MTSS: The State of Academic Performance

Published Year

2023

Resource Type

Brief

Target Audience(s)

Educators of English Learners

Assessment researchers

Policy makers

Administrators

This brief depicts trends related to academic performance, namely trends in English-Learner (EL) classified student performance on Math and English Language Arts (ELA) SBAC (Smarter Balanced Assessment System) assessments.

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

Meeting the Needs of Linguistically Diverse Students in The Mainstream Classroom

Published Year

2020

Resource Type

Journal

This study helps mainstream and content area classroom teachers understand the role written and spoken language play in learning. Instructional tools and practices to support emergent bilinguals' reading comprehension and language learning are shared.

WWC Evidence Review Protocol for Interventions for English Learners

Published Year

2020

Resource Type

Reference

English learners (ELs) are among the fastest-growing population in U.S. schools and comprise 9 percent of all students in grades PreK-12 nationwide (U.S. Department of Education, 2018).

Progress of Arizona Kindergartners toward English Proficiency in Grade 3 by English Learner Student Classification

Published Year

2020

Resource Type

Report

This study was prompted by the Arizona Department of Education's interest in learning more about the progress of English learners (ELs) toward English proficiency in the early grades.

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.

Figurative Language: Are English Language Learners Falling Through the Cracks?

Published Year

2018

Resource Type

Brief

How can teachers best support ELs to understand figurative language? In this article, the author defines what figurative speech is and then shares strategies for effectively teaching figurative language to ELs.

Learning English Idioms With a Web-Based Educational Game

Published Year

2017

Resource Type

Journal

This article explores the usefulness of a web-based education game for learning English idioms and examines attitudinal factors contributing to the learning of the idioms with the game.

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