Resource Library

This article makes two contributions to culturally and linguistically responsive pedagogy for English learners (ELs).

The COVID-19 pandemic has exacerbated existing inequalities within our education systems, and, in many cases, has further marginalized students of refugee and migrant backgrounds.

Culture, language, and emotion all influence and affect our daily lives in their own manner. Although there is a large body of research suggesting that these factors interact with each other in intricate ways, they have traditionally been studied independently of each other.

This brief describes the experiences of a cohort of preservice teachers who co-created arts integration units with English learners (ELs). The students and preservice teachers created plays based on culturally relevant children's literature.

This article focuses on three Mexican-origin students who attended a Spanish/English dual language program in a southern California school district for their elementary and middle school education. All three students speak Spanish, English, and the indigenous language of Zapoteco.

The authors of this paper examined the learning logs of DinA(C) teachers taking a graduate course on the foundations of bilingual and multicultural education.

This article discusses teacher leadership behavior in the context of an elementary school developing a dual language education program for its English learners. A team composed of teachers from diverse linguistic and cultural groups worked on planning the dual language program.

This online professional learning series is for teachers to learn how to provide more culturally responsive instruction to Native American students by integrating students' cultures into the curricula. The series consists of five sequenced lessons delivered through videos and tasks.

An ethnographic research design was used in this two-year project examining the impacts of school parent liaisons and immigrant Latino families.