Resource Library

This brief presents the research implications from a recent synthesis of the literature on the access low-income Hispanic families have to quality early care and education (ECE) opportunities for their children.

Children in immigrant families comprise one-quarter of the U.S. population ages 0-8.

Schools in the United States are becoming more ethnically, racially, linguistically and economically diverse. It is projected that by 2050 the Hispanic population that speaks English as a second language in the United States will increase from 49.7 million to 132.8 million.

The purposes of this chapter are twofold: (a) to suggest that sociocultural framing of Universal Design for Learning (UDL) would more effectively support ELLs and (b) to examine in greater detail what sociocultural reframing of UDL could look like in assessment activities in which ELLs are particip

Drawing on ecological perspectives, this study examined the foundational assumption behind the negative stereotypes that surround children of mixed parentage in South Korea; namely, that their alleged deficiency in the Korean language will cause numerous issues for Korean society.

To promote the well-informed and strategic use of data for building the knowledge base about Latinos' ECE access and utilization, the interrelated briefs in this series provide summary information and data tables that can be used by researchers to select the studies, samples, and variables most

English learner (EL) education policy has long directed schools to address EL students' linguistic and academic development without furthering inequity or segregation.

This qualitative research investigates the practice of lurking among English as a second language (ESL) learners in a Facebook group discussion. Lurking is a term used to describe the activity of following and observing any online discussions or activities without contributing to the discussions.

tudents who take advanced courses in high school are more likely to enroll and persist in college.