Resource Library

ELs, low-income students, and racial minorities are underrepresented in school music programs. This study of 15 large high schools in 12 southeastern states seeks to understand the role music educators have in including students from diverse, marginalized groups.

The online Understanding Language (UL) site was started by a group of researchers and experts seeking to provide quality professional development to Teachers of English language learners (ELLs). Since 2013, UL had developed 15 online courses that 50,000 educators have completed.

The purpose of this study was to examine how prepared kindergarten teachers were to teach English language learner (ELs) students in their classrooms, and the strategies they utilized to teach ELs. Teacher surveys and phone interviews were employed to gather data.

According to a new report from the Migration Policy Institute (MPI), the support offered to young children who speak languages other than English at home varies widely from state to state, and community to community.

This article systematically reviews and critically appraises the research published since 2000 on preparing preservice teachers for English language learners (ELLs).

Using Jarvis's (2009) framework of adult learning, this study examines how inservice elementary school teachers make sense of instruction that is responsive to multilingual learners.

While families play a vital role in the early literacy skills of young English Learners, their educators often do not share the same backgrounds or cultures, and may not know how to connect with parents who are linguistically and culturally different.

This qualitative study explored Spanish-speaking teacher credential students' beliefs about academic language that might promote or inhibit their decision to become bilingual teachers. Dataincludes interviews with 11 bilingual teacher candidates who were heritage Spanish speakers.

English language learners (ELLs) are often placed in mainstream classrooms to be taught by teachers with little preparation for linguistic diversity.

Recent calls for social justice to be a key aspect of principal preparation have been made, but content related to the efficacy of dual language education has been a neglected area of educational leadership research, coursework, and principal preparation standards.