Resource Library

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Standards-in-Action 2.0 English Learner Institute to Cultivate Content Knowledge and Language Competence

Published Year

2023

Resource Type

Toolkit

Target Audience(s)

Educators of English Learners

The Standards-in-Action (SIA) 2.0 English Learner (EL) Training Institute shows adult educators how to provide college and career readiness (CCR) instruction to ELs.

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.

How Fifth-Grade English Learners Engage in Systems Thinking Using Computational Models

Published Year

2020

Resource Type

Journal

The purpose of this study was to investigate how computational modeling promotes systems thinking for English Learners (ELs) in fifth-grade science instruction.

Alaska Native Students as English Learner Students: Examining Patterns in Identification, Classification, Service Provision, and Reclassification

Published Year

2021

Resource Type

Report

Originating Organization

DOE

This report examines the population of Alaska Native students who are classified as English learner (EL) students and how EL policies function for these students, focusing on EL identification, classification, service provision, and reclassification as fluent English proficient.

Enhancing Cultural and Linguistic Responsiveness in Argument Writing Pedagogy through Effective Adaptations for English Learners: Insights from C3WP Resource Analysis and Three Experienced Teachers' Practices

Published Year

2021

Resource Type

Journal

This article examines recommended adaptations for English Learners (ELs) in the nationally-recognized C3WP argument writing program through the lens of effective EL literacy practices and culturally and linguistically responsive pedagogy.

Challenging the monolingual mindset: Understanding plurilingual pedagogies in English as an Additional Language (EAL) classrooms

Published Year

2021

Resource Type

Journal

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.

Examining the Value of Online Intercultural Exchange (OIE) in Cultivating Agency-focused, (Inter)Culturally and Linguistically Responsive Pedagogy: A Story of One Collaborative International Project for English Learners

Published Year

2021

Resource Type

Journal

This article makes two contributions to culturally and linguistically responsive pedagogy for English learners (ELs).

Alaska Native Students as English Learner Students: Examining Patterns of Identification, Classification, Service Provision, and Reclassification

Published Year

2021

Resource Type

Report

Originating Organization

DOE

In Alaska, Indigenous students make up a large segment of the English learner (EL) population. This report examined Alaska Native kindergarten students who are classified as ELs; the data are from school year 2011-12 through school year 2018-19.

Resource for Self-Determination or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification among Alaska Native Students

Published Year

2021

Resource Type

Report

Federal law defines eligibility for English learner (EL) classification differently for Indigenous students compared to non-Indigenous students. Unlike non-Indigenous students, Indigenous students are not required to have a non-English home or primary language.

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 sup

Published Year

2020

Resource Type

Journal

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.

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