Resource Library

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.

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

Instruction in the English as a Second Language (ESL) composition classroom includes providing opportunities to nurture and encourage language acquisition.

This study examined if early interventions reinforcing the phonemic awareness skills of non-Spanish-speaking English learners (ELs) can positively impact their reading and spelling levels.

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.

This article advocates using a pictures-first approach for teaching writing to ELs. The pictures ELs create to illustrate their writing can serve to deepen their thinking and engagement and support language acquisition.

The authors conducted a review of research on young bilingual children's writing development. Their content analysis showed that young bilingual children develop knowledge of print and composing strategies related to bilingual and biliterate writing.

Scientists have long posited that there is a "critical period" for language learning, but new research suggests that the time frame stretches on much longer than previously thought.

There is no time to waste. Our middle grade English learners are relying on us to help them advance in language proficiency quickly. The sense of urgency on our part must rise.