Resource Library

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A Look at Dual Language Learner Data Gaps

Published Year

2023

Resource Type

Brief

Target Audience(s)

Dual Language/Bilingual Educators

Early Childhood Educators

Policy makers

Researchers

In 2018, New America provided nine recommendations for how state leaders can improve DLL data practices in three areas: (1) screening, identifying, and tracking DLL enrollment; (2) evaluating program quality; and (3) assessing learning outcomes. Since then, no state has addressed

Integrating Language Into Early Childhood Education (January 2020)

Published Year

2020

Resource Type

Podcast

Originating Organization

OELA

This podcast, featuring Celeste McLaughlin, NAM Team Lead and Grants Management Coordinator at OELA and Dr.

Supporting Integrated English Learner Student Instruction: A Guide to Assess Professional Learning Needs Based on the Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide

Published Year

2022

Resource Type

Guide

This guide is designed to help district and school site leaders assess the professional learning needs of elementary school teachers to implement research-based recommendations for the instruction of English learner students.

Bilingual Education Across the United States

Published Year

2021

Resource Type

Brief

This brief is the first of a four-part series that focuses on bilingual education, bilingual educators, and addressing the bilingual teacher shortage in contexts across the United States.

English Learners in STEM Subjects: Contemporary Views on STEM Subjects and Language with English Learners (sagepub.com)

Published Year

2020

Resource Type

Journal

With the release of the consensus report English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives, we highlight foundational constructs and perspectives associated with STEM subjects and language with English learners (ELs) that frame the report.

2020-2021 WIDA Assessment Guidance: Indiana Department of Education

Published Year

2020

Resource Type

Guide

The "2020-2021 WIDA Assessment Guidance" provides information on the following 14 topics: (1) English Language Proficiency Requirements; (2) WIDA Assessments in Grades K-12; (3) WIDA ACCESS Annual Assessments Test Window; (4) Participation Requirements; (5) Indiana English Learner Entrance

Ending the Invisibility of Dual Language Learners in Early Childhood Systems: A Framework for DLL Identification

Published Year

2021

Resource Type

Report

The Dual Language Learner (DLL) population in the United States is growing. However, there are few standardized policies for identifying DLLs and for understanding how best to support them.

Taking Stock of Dual Language Learners Identification and Strengthening Procedures and Policies

Published Year

2021

Resource Type

Report

One-third of children ages five and under in the United States have at least one parent who speaks a language other than English. These Dual Language Learners (DLLs) are a diverse and growing group who have the potential to develop as multilingual and multiliterate individuals.

Understanding and Supporting Literacy Development Among English Learners: A Deep Dive into the Role of Language Comprehension

Published Year

2020

Resource Type

Journal

A distinguishing feature of English learners (ELs) centers on coming from homes in which a language other than or in addition to English is used, but bilingualism itself is not a risk factor for low academic achievement.

Content Counts and Motivation Matters: Reading Comprehension in Third-Grade Students Who Are English Learners

Published Year

2020

Resource Type

Journal

This study examined the role of science domain knowledge, reading motivation, and decoding skills in reading comprehension achievement in third-grade students who are English learners (ELs) and students who are monolingual, using a nationally representative data set.

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