Resource Library

This study compares high school English language learners and non-English language learners performance on content assessments.

English language learners (ELLs)students who are still developing proficiency in English represent a large and rapidly growing subpopulation of students in U.S. classrooms. Accordingly, they are also a key group of students to consider when designing and administering educational assessments.

The purpose of the E-ELD standards is to provide a developmentally sound framework for instructing and assessing dual language learners, ages 2.5-5.5 years, which aligns with existing WIDA ELD Standards for Kindergarten through Grade 12 and corresponds to states' Early Learning Standards.

Subject-area standards such as Common Core State Standards for Language Arts and Mathematics and Next Generation Science Standards offer deeper, richer views of subject-area proficiency.

This article focuses on the challenges of implementing CCSS with EL students. Currently, the supports needed to help ELs are considered beyond the scope of the Standards.

This article addresses the journey to English proficiency for ELs and the relationship between academic language and academic content proficiency.

Despite general agreement that we should routinely assess the student performance outcomes of instruction, general agreement regarding how this should be done does not exist.

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

This article describes and discusses two case studies of content-based instruction for second language education foreign/second language immersion for majority language students in Canada and dual language education for minority language students in the U.S.

With extensive numbers of English learners in public schools worldwide, content-based language instruction (CBI) is prevalent in the preparation of second language (L2) teaching professionals.