Resource Library

This descriptive exploratory study looked at the certification process, test-taking experiences, and instructional practices of a group of graduate bilingual education (BE) and English-as-a- Second-Language (ESL) teachers to understand why some had problems passing teacher certification tests after

Educators of young children, including speech-language pathologists, are often uncertain as to how to effectively work with children from diverse backgrounds because they do not know enough about cultural and linguistic diversity and its impact on language development.

Although educational policies for emergent bilinguals in New York City schools have historically supported the provision of bilingual education, the past decade has borne witness to a dramatic loss of bilingual education programs in city schools.

A survey of 724 families of students at eight dual language schools in the southwest United States that focused on parents' satisfaction with their child's academic skills and with program characteristics is reported.

This study contributed to the school readiness literature by taking an intrachild perspective that examined the relations between Latino/a children's school readiness profiles and later academic achievement.

The early course of language development among children from bilingual homes varies in ways that are not well described and as a result of influences that are not well understood.

This study used an age-cutoff regression discontinuity design to examine the impact of a well-resourced Early Reading First prekindergarten program designed to foster the language and literacy development of 4-year-old children from low-income homes.

Early care and education (ECE) settings are important developmental contexts for young children, with nearly half of all U.S. children experiencing non-parental care during infancy and toddlerhood.

In this study, the authors explore English as a Second Language (ESL) placement as a measure of how schools label and process immigrant students.

This article outlines key developments internationally over the last 40 years in indigenous immersion education.