Resource Library

Displaying 1 - 10 of 170

A Look at Dual Language Learner Data Gaps

Published Year

2023

Resource Type

Brief

Target Audience(s)

Dual Language/Bilingual Educators

Early Childhood Educators

Policy makers

Researchers

In 2018, New America provided nine recommendations for how state leaders can improve DLL data practices in three areas: (1) screening, identifying, and tracking DLL enrollment; (2) evaluating program quality; and (3) assessing learning outcomes. Since then, no state has addressed

Integrating Language Into Early Childhood Education (January 2020)

Published Year

2020

Resource Type

Podcast

Originating Organization

OELA

This podcast, featuring Celeste McLaughlin, NAM Team Lead and Grants Management Coordinator at OELA and Dr.

Ending the Invisibility of Dual Language Learners in Early Childhood Systems: A Framework for DLL Identification

Published Year

2021

Resource Type

Report

The Dual Language Learner (DLL) population in the United States is growing. However, there are few standardized policies for identifying DLLs and for understanding how best to support them.

Taking Stock of Dual Language Learners Identification and Strengthening Procedures and Policies

Published Year

2021

Resource Type

Report

One-third of children ages five and under in the United States have at least one parent who speaks a language other than English. These Dual Language Learners (DLLs) are a diverse and growing group who have the potential to develop as multilingual and multiliterate individuals.

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.

Reaching All Students: Distance Learning Resources to Support Students with Disabilities, English Learners, and their Families

Published Year

2020

Resource Type

Serial

Originating Organization

DOE

The abrupt transition to distance learning due to the Covid-19 pandemic has left many families, caregivers, and educators in need of resources to make learning useful and accessible for all students, including students with disabilities and English learners.

WWC Evidence Review Protocol for Interventions for English Learners

Published Year

2020

Resource Type

Reference

English learners (ELs) are among the fastest-growing population in U.S. schools and comprise 9 percent of all students in grades PreK-12 nationwide (U.S. Department of Education, 2018).

Investigating Outcomes for English Language Learners in Arkansas Better Chance (ABC) Pre-K

Published Year

2021

Resource Type

Brief

Students with limited English proficiency face numerous educational challenges with the potential result of large achievement gaps between these students and their English proficient peers.

Challenges in Assessing California's Diverse Dual Language Learners

Published Year

2021

Resource Type

Brief

Many of the assessments of young children's academic and social-emotional skills currently available are only in English.

Translanguaging and Early Childhood Education in the USA: Insights from the CUNY-NYSIEB Project

Published Year

2020

Resource Type

Journal

This chapter in the book Inclusion, Education and Translanguaging provides classroom-based examples of how teachers can leverage the translanguaging and cultural knowledge of young children who come from homes where languages other than English is spoken.

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