Resource Library

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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

Understanding Literacies in Latinx Families: Teachers Using Home Visits to Reimagine Classroom Practices

Published Year

2023

Resource Type

Journal

Target Audience(s)

K-12 Educators

Administrators

Language Researchers

Literacy Coaches

Children from Latinx families bring rich and varied literacy practices and cultural models to their classrooms. When teachers are able to recognize these assets, they have opportunities to make their teaching more responsive and engaging.

Engaging English Learners And Families Through Distance Learning (June 2020)

Published Year

2020

Resource Type

Podcast

Originating Organization

OELA

Family and community engagement is an essential part of student success.

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.

Meeting the Needs of English Learners with and without Disabilities: Brief 4, Fostering Collaborative Partnerships with Families of English Learners Within a Multitiered System of Supports

Published Year

2021

Resource Type

Opinion Position

Originating Organization

DOE

The Office of Special Education Programs (U.S. Department of Education) funded three model demonstration projects to improve outcomes for English Learners (ELs) with or at risk of disabilities in grades three through five using a framework for multitiered instruction.

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.

What STEM Teachers Need to Know and Do to Engage Families of Emergent Multilingual Students (English Language Learners)

Published Year

2021

Resource Type

Journal

STEM teacher educators are aware that they teach far more than content-specific methodology.

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.

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