Resource Library

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

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

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

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.

The U.S. spends far more on education than any other country in the world (OECD, 2011); yet, continues to produce vastly inequitable outcomes, especially for English Learners (ELs). In this article we explore the reasons for, and consequences of, the U.S.

Abstract Current theories of bilingualism argue that the language practices of bilinguals are drawn from a single linguistic repertoire, and that enabling access to the full breadth of students' language practices can be a vital resource for further language development.

The purpose of this cluster randomized group study was to investigate the effect of multitiered, dual-language instruction on children's oral language skills, including vocabulary, narrative retell, receptive and expressive language, and listening comprehension.

Public schools across the country are increasingly working with children who enter schools speaking a language other than English. Using a case study methodology, the authors examined Dual Language Program (DLP) implementation in Arizona, which by law supports English-only education.

Do Spanish and English core academic language skills (CALS) contribute to English reading comprehension? That was the question this study investigated using Spanish-English dual language learners in Grades 4 and 5 (n = 165) as the subjects.