Resource Library

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).

This study helps mainstream and content area classroom teachers understand the role written and spoken language play in learning. Instructional tools and practices to support emergent bilinguals' reading comprehension and language learning are shared.

This study was prompted by the Arizona Department of Education's interest in learning more about the progress of English learners (ELs) toward English proficiency in the early grades.

How can teachers best support ELs to understand figurative language? In this article, the author defines what figurative speech is and then shares strategies for effectively teaching figurative language to ELs.

Despite the well-documented benefits of bilingualism, current educational practices in the United States reflect the deeply held belief that because the United States is an English speaking country, English should be the language of instruction.

For more than two decades, accommodations have served as the primary strategy for ensuring the valid participation of multilingual learners ( MLLs) in high-stakes summative assessments.

This article explores the usefulness of a web-based education game for learning English idioms and examines attitudinal factors contributing to the learning of the idioms with the game.

This study examined the effectiveness of explicit instruction and feedback, focusing on degrees of prior knowledge of the personal a in intermediate level second language (L2) Spanish.

This is a web page for those interested in following the alignment of English language development (ELD) standards with current English language arts standards in Califronia.