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.

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.

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 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.

This study describes the characteristics of English learner (EL) students in grades 3-8 and the schools they attended in Cleveland. It examined the EL students' performance on statewide math, English language arts, and English language proficiency assessments in 2011/12-2016/17.

A sample of over 1,000 English learners (ELs) whose home language was Spanish participated in this study. The authors used a longitudinal retrospective approach to study the percentage of grammatical utterances (PGU) in both Spanish and English the children used in retelling a story.

This study examines one aspect of the cognitive advantage bilingualism is claimed to engender. The authors investigated the association between bilingualism and attentional fluctuations which might mediate cognitive flexibility. The study was conducted with kindergartners.

This study investigated how dual language learners' (DLLs) home language and literacy environments to their oral receptive and expressive abilities in both languages. The children studied were Chinese-English DLLs in U.S. preschool programs serving children from low-income backgrounds.

Does code-switching help or hurt bilingual children? This study investigated the effect codeswitching has on a large sample of school-aged (mean age is 7.78 years). The bilingual children were administered language measures in Spanish and English. Their verbal working memory (WM) was also assessed.