Resource Library

This study seeks to explain why English learners (ELs) lag behind their peers in academic achievement. ELs' limited access to more advanced courses may partly account for these differences.

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.

The need for providing rigorous content in science while also supporting the language learning of ELs in secondary schools is addressed in this article. It describes an inquiry-based science curriculum based on principles of second language acquisition and geospatial learning.

The National Academies of Sciences, Engineering and Medicine assembled a committee of experts in STEM, English acquisition, and equity to study English learners' access to STEM-related learning opportunities.

Ramon Namnun, principal of a school for newcomers in New York City, offers linked strategies for highly effective EL instruction.

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.

This study investigated the nature of dyadic interaction between secondary English language learners (ELLs) engaged in mathematics peer tutoring sessions.

Recent political, fiscal, and educational equity challenges require a renewed emphasis in our efforts to advocate for increased culturally and linguistically responsive education, making certain to further advance the accomplishments of the past four decades.

This study explores a field-motivated concern among English as a Foregin Language (EFL) teachers at a college preparatory English language program. The course syllabus for this program is fixed and systematically paced over four, seven-week modules.

Given secondary teachers' dependence on textbooks for curricular and instructional guidance, the challenges introduced by increasingly diverse classrooms in the United States, and national efforts to provide equitable access to science for all students, this study examined the alignment between