Resource Library

The past 15 years have seen a surge in research examining how and when the children of immigrants experience discrimination, and what the psychological and educational consequences are.

Researchers examined the language practices of five mother-child dyads during a structured play activity, particularly in relation to maternal question use.

Bilingual advantages in memory flexibility, indexed using a memory generalization task, have been reported (Brito & Barr, 2012; 2014), and the present study examines what factors may influence memory performance.

This webinar provides an overview of civil rights legislation and examines the implications for school practices. Action steps are presented to advance equitable practices.

Federal law requires that states standardize how to determine when ELs are English proficient. In California, there is controversy over the criteria that would be used and the role of districts and teachers in making the judgment.

Mexican and Central American immigrants, who have long histories of migration to the United States, represent 37 percent of the U.S. foreign-born population, yet are disproportionately represented (71 percent) among the total unauthorized immigrant population.

This article reviews the meaning for California ELs of the new law.

According to an agreement with the U.S. Department of Justice, California's department of education and board of education have agreed to new training and monitoring procedures to make sure that language services for ELs meet requirements of the federal Equal Educational Opportunities Act.

With nearly 5 million ELs enrolling in U.S. schools, local districts struggle to develop capacity to meet their needs. This study examines approaches taken by federal, state, and local systems to provide appropriate funding for educating ELs

This article discusses how current education policies may limit ELs' ability to access equal opportunities in education.