Resource Library

Federal law defines eligibility for English learner (EL) classification differently for Indigenous students compared to non-Indigenous students. Unlike non-Indigenous students, Indigenous students are not required to have a non-English home or primary language.

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.

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.

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.

Culture, language, and emotion all influence and affect our daily lives in their own manner. Although there is a large body of research suggesting that these factors interact with each other in intricate ways, they have traditionally been studied independently of each other.

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).

Three issues are explored in this article: (1) How do categorical acronyms such as ELL (English language learner), EL, ESL, and EAL (English as an additional language) misrepresent diversity?

The American Institutes for Research (AIR) launched a nationally representative survey to better understand how school districts and charter management organizations (CMOs) have responded to the COVID-19 pandemic.

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.

This study examined the experiences of preservice teachers who plan to teach English learners (ELs) and who were introduced to a framework for conducting practice-based action research.