Resource Library

Innovation in English as a Second Language (ESL) services to support Latino immigrant parents and their children is needed, and this study examines a novel program that suggests future directions for the field.

Especially in the United States' New South, rapid growth in numbers of Latino/a students, particularly Latino/a English Language Learners (ELLs), has resulted in a cultural clash that is reflected in the often prejudiced attitudes of predominantly white monolingual teachers towards such student

Schools in the United States are becoming more ethnically, racially, linguistically and economically diverse. It is projected that by 2050 the Hispanic population that speaks English as a second language in the United States will increase from 49.7 million to 132.8 million.

In this study, we examined the bilingual language development among Korean American first-graders in two southern California cities and explored the opportunities for language use available to them in various spaces: at school (one dual language immersion school and one traditional English-only publ

In four volumes, Werner Leopold documented his first child's acquisition of German and English (e.g. 1939; 1949).

This article bridges research to practice by summarizing an interactive contentenriched shared book reading approach that Spanishspeaking parents of preschoolage children can easily use in the home to accelerate content vocabulary knowledge in Spanish.

Drawing on ecological perspectives, this study examined the foundational assumption behind the negative stereotypes that surround children of mixed parentage in South Korea; namely, that their alleged deficiency in the Korean language will cause numerous issues for Korean society.

While families play a vital role in the early literacy skills of young English Learners, their educators often do not share the same backgrounds or cultures, and may not know how to connect with parents who are linguistically and culturally different.

This article presents findings from the global literacy project, Critical Connections: Multilingual Digital Storytelling (MDST), which provides a means of nurturing and reflecting multiliteracies in practice.

The purpose of this article is to describe the development of writing in young dual language learners, who are children under 5 years old who are learning the dominant language and another language at the same time.