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EL Teacher Preparation: Zooming In On Maryland's Eastern Shore – Part 2 (September 2020)

Published Year

2020

Resource Type

Podcast

Originating Organization

OELA

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

EL Teacher Preparation: Zooming In On Maryland's Eastern Shore – Part 2

Published Year

2020

Originating Organization

OELA

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

EL Teacher Preparation: Zooming In On Maryland's Eastern Shore – Part 1 (September 2020)

Published Year

2020

Resource Type

Podcast

Originating Organization

OELA

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

Leveraging Flexible Teacher Certification Policies to Address the Bilingual Teacher Shortage

Published Year

2021

Resource Type

Brief

This brief is the third of a four-part series that focuses on bilingual education, bilingual educators, andaddressing the bilingual teacher shortage in contexts across the United States.

The Subject of Subjectivity: Preparing Teachers with the Knowledge, Skills, and Dispositions Needed for Empowering Emergent Bilingual Students

Published Year

2020

Resource Type

Journal

It is estimated by the year 2030, over 40% of the K-12 population in U.S. schools will be children whose first language is not English (Shin & Ortman, 2011; U.S. Census Bureau, 2007;). This shift has negative academic consequences for emergent bilingual students (EBS).

Inconsistencies in English Learner Identification: An Inventory of How Home Language Surveys Across U.S. States Screen Multilingual Students

Published Year

2021

Resource Type

Journal

Home Language Surveys (HLS) are widely used by states as an initial screening tool to determine whether students should receive English language services. Typically, parents or guardians are asked to complete the HLS when enrolling a student in school.

Ending the Invisibility of Dual Language Learners in Early Childhood Systems: A Framework for DLL Identification

Published Year

2021

Resource Type

Report

The Dual Language Learner (DLL) population in the United States is growing. However, there are few standardized policies for identifying DLLs and for understanding how best to support them.

Taking Stock of Dual Language Learners Identification and Strengthening Procedures and Policies

Published Year

2021

Resource Type

Report

One-third of children ages five and under in the United States have at least one parent who speaks a language other than English. These Dual Language Learners (DLLs) are a diverse and growing group who have the potential to develop as multilingual and multiliterate individuals.

Determining Special Education Eligibility of English Learners

Published Year

2021

Resource Type

Brief

Elementary teachers often have difficulty determining whether a student should be referred for special education services. That task is further compounded when the student is an English learner (EL).

50-State Comparison: English Learner Policies

Published Year

2020

Resource Type

Report

This interactive report by the Education Commission of the States provides a national comparison of states' English learner (EL) policies. The information used in this report was gathered through a review of state statutes and regulations.

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