Resource Library

Displaying 1 - 10 of 58

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.

Where are the Gifted English Learners and Students with Disabilities

Published Year

2023

Resource Type

Journal

Target Audience(s)

Educators of English Learners

Special education teachers

Assessment researchers

Policy makers

Administrators

Prior research has documented substantial inequity across, racial, ethnic, and socioeconomic lines within the population of students identified as gifted.

Content Counts and Motivation Matters: Reading Comprehension in Third-Grade Students Who Are English Learners

Published Year

2020

Resource Type

Journal

This study examined the role of science domain knowledge, reading motivation, and decoding skills in reading comprehension achievement in third-grade students who are English learners (ELs) and students who are monolingual, using a nationally representative data set.

Intersections of Language, Content, and Multimodalities: Instructional Conversations in Mrs. B's Sheltered English Biology Classroom

Published Year

2019

Resource Type

Journal

The authors of this two-year case study investigated expert language/content instructional strategies in a high school science class composed of English learners (ELs) speaking different languages and at different stages of English acquisition.

Supporting Reading Comprehension for Students Who Are Learning English and Have Learning Disabilities

Published Year

2019

Resource Type

Journal

The article describes research-based instructional practices to improve the reading comprehension and academic vocabulary of English Learners (ELs) in the secondary grades. Adolescent ELs who have difficulty with English proficiency most likely have difficulty with reading comprehension.

Increasing Engagement of English Learners Through Universal Design for Learning

Published Year

2019

Resource Type

Journal

Can universal design for learning improve the engagement and outcomes of English learners (ELs)?

Many Languages, One Future

Published Year

2018

Resource Type

Report

This report seeks to answer two key questions about Colorado's emerging multilingual students. First, how quickly are these English learners (ELs) becoming proficient in English, and secondly, how well are ELs mastering grade-level academic content?

Engaging Research: Transforming Practices for the Middle School Classroom

Published Year

2018

Resource Type

Book

This book, published by TESOL Press, is part of a series devoted to translating conceptual and empirical research into practices. This book focuses on the middle school grades. It is divided into four sections: language arts, social studies, science, and mathematics.

Educating English Language Learners: A Review of the Latest Research

Published Year

2018

Resource Type

Journal

The author begins this article by describing how a teacher teaches ecology to a class of English language learners (ELs) with different levels of English proficiency.

Leveled and Exclusionary Tracking: English Learners' Access to Academic Content in Middle School

Published Year

2016

Resource Type

Journal

This study examines the characteristics and determinants of English learners' (ELs') access to academic content in middle school (Grades 6-8).