Resource Library

This article presents an overview of immersion pedagogy and how it has developed over the years in conjunction with classroom research and evolving classroom practices.

Two-way immersion (TWI) programs have provided an effective bilingual alternative to monolingual approaches to educating language minority students.

New York City sets itself apart from many locations in the USA due to its citizens' unparalleled diversity.

Rarely do we view educational risk from a linguistic perspective. There are noteworthy exceptions, among them ValdA(C)s (1996) and Zentella (1997).

This research considers the role of the principal and teachers in promoting and supporting dual language bilingual education in three established elementary school programs in New York City.

The purpose of this study was to examine how fourth-grade Spanish-English speaking bilingual students in the USA participated differently in English-as-a-second-language (ESL) literature groups when they were invited to use all of their linguistic resources vs.

This article examines how Arizona's teachers of English learners negotiate between restrictive language policies and complex teaching conditions.

Teacher educators need an awareness of orientations that prospective teachers (PSTs) hold about children's families and communities, so that they can support PSTs in developing positive perspectives and addressing deficit perspectives.

This article explores local state bilingual-education policy vis-A- -vis pervasive dominant-language ideologies about language-education policy and practice.

The precursors of early English reading success have been widely studied for native English-speaking students, and those findings have been generalized to the English language learner (ELL) student population.