Resource Library

This resource presents a clear vision and practical suggestions for helping teachers engage English language learner (ELL) students in simultaneously learning subject-area content, analytical practices, and language.

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

The number of English learners (ELs) in U.S. schools continues to increase rapidly. Schools often struggle with the issue of providing English language instruction that does not interfere with ELs' content instruction.

Drawing on sociocultural perspectives, this article illustrates the potential for extending figured worlds through cultural artifacts.

This study examined the role of the language of vocabulary instruction in promoting English vocabulary in preschool Latino dual language learners (DLLs).

We label ideas with words: common ideas are labeled with words that children learn very early (e.g., juice, ball), while complex ideas are labeled with words that are rare (e.g., photosynthesis, fusion).

The majority of children under age 1 in the United States today are children of color; that one simple fact means that our future will be very different from our current reality. Before we reach the end of this decade, more than half of all youth in this country will be of color.

This article discusses scientific studies that suggest ways that dual language learners can engage in texts that integrate both language and content learning.

This article reports on a large scale study involving an innovative science curriculum that was found to have a positive impact on ELs.

The co-directors of the University of California Los Angeles' Center for Mental Health in Schools have created this new, free, online book to provide protocol frameworks and specifics for systemic learning supports to replace the existing set of student and learning supports in districts and sc