Resource Library

The authors of this two-year case study investigated expert language/content instructional strategies in a high school science class composed of English learners (ELs) speaking different languages and at different stages of English acquisition.

This resource provides an example of the information collected during an evaluation of an EL program. It illustrates data elements for SEAs and LEAs to consider when making the decisions about actions most likely to improve learning and teaching for ELs.

The case study summarized in this article relies primarily on activity theory (e.g., Engestrom, 1987), and incorporates complexity, accuracy, and fluency analyses (see Ellis & Barkhuizen, 2005) to describe real-time oral language production by four focal English language learners (ELLs) in a she

The theories of practice of four novice bilingual teachers regarding their language choices during sheltered English instruction are presented.

FABRICA Learning Paradigm for ELLs. This paradigm allows subject-area teachers and administrators to provide diverse groups of ELs with access to classroom content while they acclimate to an English learning environment.