Resource Library

This handbook consists of five chapters that address federal policies regarding the education of English Learners (ELs), program models, preparing teachers to work with ELs, and tips for engaging with EL families.

Beaverton School District partnered with Education Northwest to identify which of the English language development (ELD) program models they use are most effective at improving English learner (EL) outcomes.

This brief delves into the Internationals model for teaching English learners (ELs). Unlike other approaches to teaching ELs, the Internationals are 4-year high schools exclusively for immigrant students.

This paper describes an in-depth case study of a Chinese-English bilingual immersion program in a large school district.

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

In this webinar, the author of a recent issue brief, Julie Sugarman, discusses the key features of EL instructional models. She is joined by experts who discuss state- and district-level approaches to supporting schools in implementing effective programs.

Schools in the United States are becoming more ethnically, racially, linguistically and economically diverse. It is projected that by 2050 the Hispanic population that speaks English as a second language in the United States will increase from 49.7 million to 132.8 million.

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.

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.

To improve education for American Indian and Alaska Native (AI/AN) students, tribal leaders, educators, and Native youth called upon WHIAIANE to collect information on school environment experiences from teachers, parents, community members, and the students themselves.