Resource Library

Given the role of the state as the primary governing level tasked with U.S. public education, combined with the rapid rise in the proportion of students who are identified as English learners (ELs), this manuscript puts forth a framework for state EL education policy.

This article discusses teacher leadership behavior in the context of an elementary school developing a dual language education program for its English learners. A team composed of teachers from diverse linguistic and cultural groups worked on planning the dual language program.

For more than two decades, accommodations have served as the primary strategy for ensuring the valid participation of multilingual learners ( MLLs) in high-stakes summative assessments.

Despite the well-documented benefits of bilingualism, current educational practices in the United States reflect the deeply held belief that because the United States is an English speaking country, English should be the language of instruction.

This study examined the effectiveness of explicit instruction and feedback, focusing on degrees of prior knowledge of the personal a in intermediate level second language (L2) Spanish.

in this chapter, we offer a critical examination of a growing field of educational inquiry and social practice: the reclamation of Indigenous mother tongues.

This Statistics in Brief describes the percentages of public schools that reported that they had teaching vacancies and subject areas with difficult-to-staff teaching positions in the 1999-2000, 2003-04, 2007-08, and 2011-12 school years.

Utilizing a figured worlds and critical historical inquiry framework, this qualitative study examined how the Tejano History Curriculum Project provided opportunities for prospective and practicing bilingual educators to challenge long-standing and problematic depictions of Tejana/o histories in Tex

This webinar presents information about who refugees are and how schools can serve these students, offering strategies and approaches for educating refugees and for creating inclusive school environments.