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This article examines international research on student outcomes in one-way, two-way, and indigenous language immersion education.

This article presents an overview of immersion pedagogy and how it has developed over the years in conjunction with classroom research and evolving classroom practices.

Sooner or later, as schools move to implement the new Common Core and other forthcoming standards, almost every teacher in the United States will face the challenge of how to support students from homes where English is not the dominant language in meeting subject-matter academic expectations that r

Teachers working with emergent bilinguals1 face difficult dilemmas. Students who do not receive rigorous content instruction fail to acquire academic language.

There is growing evidence that schools are not meeting the needs of emergent bilinguals who are falling behind in both academic language development and content knowledge learning.

Comprehensive high schools are extremely complex sites for the teaching and learning of academic literacies. However, current policy mandates emphasizing standards and accountability mask this complexity.

Cooperation between English as a second or other language (ESOL) and content-area teachers, often difficult to achieve, is hard to assess linguistically in a revealing way.