Resource Library

This article addresses the issue of language-related construct-irrelevant variance on content area tests from the perspective of systemic functional linguistics.

Immersion education, a variant of content-based instruction, is characterised by the dual curriculum goals of content and language learning. The content and language learning goals become increasingly complex and challenging at the late immersion level.

This is the fifth chapter of the English Learner Tool Kit, which is intended to help state and local education agencies (SEAs and LEAs) meet their obligations to English Learners (ELs). This tool kit should be read in conjunction with the U.S.

This guide catalogs standards that support educators working with ELs and former ELs.

This tool, based on tools used by SEAs and LEAs, may be useful to track an EL's educational progress during the school year.

This report is designed to help inform the following questions regarding American Indian students: Are American Indian students prepared for college and career? Are enough American Indian students taking core courses? Are core courses rigorous enough?

This presentation, delivered at the NABE meeting in February 2014, provides information about Project ESTRE2LLA, Response to Intervention, professional development for effective Tier 1 instruction, and effective interventions for ELLs with reading difficulties.

Based on a 21st century approach to academic literacy that is aligned with today's rigorous standards, this resource provides research-based strategies and practical, hands-on tools to help educators develop effective classroom activities.

The Professional Learning Communities Facilitator's Guide is designed to assist teams of educators in applying the evidence-based strategies presented in the Teaching Academic Content and Literacy to English Learners in Elementary and Middle School educator's practice guide, produced by th

This document provides sets of guidelines that address issues of concern in the documentation, representation, and utilization of traditional cultural knowledge as they relate to the roles of various participants, including Elders, authors, curriculum developers, classroom teachers, publishers, and