Resource Library

Displaying 1 - 10 of 393

Making “Small Waves of Change”: Dual Language and General Education Teacher Transformation through Instructional Coaching

Published Year

2023

Resource Type

Journal

Target Audience(s)

Administrators

Educational Leaders

Elementary Educators

Researchers

This multisite qualitative case study explores ways in which instructional coaching focused on English language development (content)and teachers’ individual beliefs (process) can help general education and dual language bilingual education elementary teachers work within and through perceived in

Resource for Self-Determination or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification among Alaska Native Students

Published Year

2021

Resource Type

Report

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

Published Year

2020

Resource Type

Journal

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.

The Consequences of English Learner as a Category in Teaching, Learning and Research

Published Year

2020

Resource Type

Journal

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?

National Survey of Public Education's Response To COVID-19: Spotlight on English Learners

Published Year

2020

Resource Type

Journal

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.

Supporting English Learners Through Practice-Based Research

Published Year

2020

Resource Type

Journal

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.

Student and school characteristics associated with academic performance and English language proficiency among English learner students in grades 3-8 in the Cleveland Metropolitan School District

Published Year

2019

Resource Type

Journal

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.

The Impact of the Spanish-to-English Proficiency Shift on the Grammaticality of English Learners

Published Year

2019

Resource Type

Journal

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.

Attentional Fluctuations, Cognitive Flexibility, and Bilingualism in Kindergarteners

Published Year

2019

Resource Type

Journal

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.

Relationship Between Home-Related Factors and Bilingual Abilities: A Study of Chinese-English Dual Language Learners from Immigrant, Low-Income Backgrounds

Published Year

2019

Resource Type

Journal

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.

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