Resource Library

Displaying 1 - 10 of 52

Making “Small Waves of Change”: Dual Language and General Education Teacher Transformation through Instructional Coaching

Published Year

2023

Resource Type

Journal

Target Audience(s)

Administrators

Educational Leaders

Elementary Educators

Researchers

This multisite qualitative case study explores ways in which instructional coaching focused on English language development (content)and teachers’ individual beliefs (process) can help general education and dual language bilingual education elementary teachers work within and through perceived in

English Language Development Minutes, Models, and Outcomes

Published Year

2019

Resource Type

Journal

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.

Dual Language Learners Program Assessment (DLLPA): Users Guide

Published Year

2018

Resource Type

Guide

The Dual Language Learners Program Assessment (DLLPA) was developed as a self-assessment for Head Start, child care, and prekindergarten programs to determine the degree their systems and services enable the full participation of dual language learners and their families.

K-12 instructional models for English learners: What they are and why they matter (Video of webinar

Published Year

2018

Resource Type

Webinar recording

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.

Instructional Strategies to Consider when Teaching Hispanic English-Language Learners in Physical Education

Published Year

2018

Resource Type

Journal

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.

The Importance of Principals Supporting Dual Language Education: A Social Justice Leadership Framework

Published Year

2018

Resource Type

Journal

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.

Improving Meaningful Use of Accommodations by Multilingual Learners

Published Year

2018

Resource Type

Journal

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.

Making Asian Learners Talk: Encouraging Willingness to Communicate

Published Year

2016

Resource Type

Journal

Developing English for communicative purposes is a key objective of language classes in many parts of the world. As a logical prerequisite to communication practice, learners need to have Willingness to Communicate (WTC) before they will engage in L2 interaction (Macintyre et al., 1998).

English Language Learners and the New Standards: Developing Language, Content Knowledge, and Analytical Practices in the Classroom

Published Year

2015

Resource Type

Book

This resource presents a clear vision and practical suggestions for helping teachers engage English language learner (ELL) students in simultaneously learning subject-area content, analytical practices, and language.

Agency in Action: How Teachers Interpret and Implement Arizona's 4-Hour Structured English Immersion Program

Published Year

2015

Resource Type

Journal

Sharing the findings from two qualitative case studies, analyzed together, this article examines various ways educators, both elementary teachers and teacher educators, exercise agency in their interpretation and implementation of Arizona's model of Structured English Immersion (SEI), a 4-hour