Resource Library

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.

Taking a functionalist small stories approach, we conceptualize and study teacher identity as theatrical performance of self. From that perspective, we ask: What identity work do small stories do for teachers in literacy classrooms?

This qualitative study focuses on the potential influence students' English as a second language (ESL) status has on teachers' placement decisions. Specifically, the study examines 21 teachers' responses to and decisions regarding fictional student record cards.

A toolkit approach to professional development is frequently used to assist teachers of English language learners (ELLs), wherein teachers are provided a grab bag of activities and strategies to implement in their classrooms.

This planning guide is intended to assist in the design and development of event activities that will engage participants in authentic opportunities to recognize, appreciate and learn about the various personal identities, cultural practices, lived experiences and funds of knowledge in their school

Despite the fact that the population of English Language Learners (ELLs) is rapidly increasing, there is ample evidence that indicates that most teachers can benefit from training for teaching ELLs effectively.

Although TESOL in-service teacher education committed to culturally sustaining pedagogy (Paris, 2012) has underscored the critical role of teachers' professional subjectivities for student achievement, relatively few studies have attempted to capture the perspectives of African American classro

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.

This resource presents a clear vision and practical suggestions for helping teachers engage English language learner (ELL) students in simultaneously learning subject-area content, analytical practices, and language.

Utilizing a figured worlds and critical historical inquiry framework, this qualitative study examined how the Tejano History Curriculum Project provided opportunities for prospective and practicing bilingual educators to challenge long-standing and problematic depictions of Tejana/o histories in Tex