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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.

 

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.

Despite increasingly diverse enrollments in public schools, students across the U.S. are still segregated by race and poverty, and English learners (ELs) often experience triple segregation by race, poverty, and language.

The author of this article examined how school boards address policies and practices related to educating English learners (ELs). This qualitative case study is based on interviews and archival data.

This study examined the efficacy of vocabulary instructional practices for teaching bilingual children with hearing loss. There is little information in the research literature on the degree the child's home language is used.

Translanguaging is when multilingual speakers use parts of the different languages they know to communicate. This article discusses a case study of Diego, an emergent Spanish-English bilingual preschooler who over the course of a school year developed his storytelling abilities.

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.

This study examined the efficacy of vocabulary instructional practices for teaching bilingual children with hearing loss. There is little information in the research literature on the degree the child's home language is used.

This article is a case study of implementing a creative digital storytelling (DST) project in a summer workshop with ELs. The DST project was for EL students to design a family-inspired digital story using multiliteracies.

This longitudinal case study involved nine first-year bilingual education teachers in urban schools who conducted action research within their classrooms. Conducting action research was a strategy for teachers to move from being a novice to becoming more expert.