Resource Library

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.

Despite the well-documented benefits of bilingualism, current educational practices in the United States reflect the deeply held belief that because the United States is an English speaking country, English should be the language of instruction.

This study examined the effectiveness of explicit instruction and feedback, focusing on degrees of prior knowledge of the personal a in intermediate level second language (L2) Spanish.

This Statistics in Brief describes the percentages of public schools that reported that they had teaching vacancies and subject areas with difficult-to-staff teaching positions in the 1999-2000, 2003-04, 2007-08, and 2011-12 school years.

The objective of this resource document is to offer guidance to school districts on how to expand the recruitment, hiring, and retention of bilingual and English Language Development (ELD) teachers and support staff by implementing the THREAD (Tap, Harness, Reach, Establish, Awareness, Develop) appr

In April 2012, the North Central Comprehensive Center (NCCC) at McREL released a report titled English Language Learner Resource Guide: Top Ten Instructional Tips for Schools with a Low Incidence of ELLs.

This article is based on a national survey of Latina/o principals and assistant principals conducted by the National Latina/o Leadership Project and focuses on the women participants.

A new study reveals that ELs may be over-classified as having learning disabilities, due to inconsistent definitions across states, and recommends better methods for accurate identification of those with special needs.

A new report suggests that a lack of bilingual teaching staff exists alongside a glut of potential talent who find barriers to serving due to strict licensure requirements and low pay for many of the open positions.