Resource Library

Considering the ever-increasing number of English language learners in the United States and the limited resources ESL teachers have, finding the right course book is of crucial importance.

Reopening Washington Schools 2020: Guidance for Supporting Multilingual/English LearnersThis guidance is designed as a companion resource to the Office of Superintendent of Public Instruction's (OSPI's) "Reopening Washington Schools 2020: District Planning Guide" (ED606044), issu

Instruction in the English as a Second Language (ESL) composition classroom includes providing opportunities to nurture and encourage language acquisition.

The purpose of this study was to investigate the collaborative practices English as a second language (ESL) teachers and classroom teachers currently use, and to formulate recommendations for enhancing these collaborative professional relationships that support the instruction of English learners (E

This study examines the perceptions K-12 teachers of English as a second language (ESL) have regarding academic language. The findings indicate that ESL teachers see academic language development as essential to ensuring English learners (ELs) have equal educational opportunities.

This new guide aims to help stakeholders understand the differences among EL program models.

Families of English-language-learner students in the Houston school district are less likely to take advantage of the district's robust school choice options than other students, a study from Rice University's Kinder Institute for Urban Research found.

The English Learner Roadmap, unanimously adopted by the California State Board of Education in July, is an online resource intended to supplement existing state standards.

Recent calls for social justice to be a key aspect of principal preparation have been made, but content related to the efficacy of dual language education has been a neglected area of educational leadership research, coursework, and principal preparation standards.

English language learners (ELLs) are often placed in mainstream classrooms to be taught by teachers with little preparation for linguistic diversity.