Resource Library

Collaboration between English as a Second Language (ESL) and content teachers to support multilingual students designated as English Learners is a growing but complex phenomenon in U.S. schools, and one that has continued to evolve during the pandemic and related disruptions to schooling.

Research on teacher preparation identifies the recruitment, preparation, induction, and retention of teachers as challenges in providing high-quality instruction for English learners (ELs).

During the COVID-19 pandemic, immigrant and linguistically diverse families have both borne the brunt of America's job losses and are overrepresented in professions that are considered essential to the country's response and recovery.

This guide is designed to help district and school site leaders assess the professional learning needs of elementary school teachers to implement research-based recommendations for the instruction of English learner students.

The Office of Special Education Programs (U.S. Department of Education) funded three model demonstration projects to improve outcomes for English Learners (ELs) with or at risk of disabilities in grades three through five using a framework for multitiered instruction.