Resource Library

This paper reports on a case study of teachers' expressions of their literacy-related professional development needs in a First Nations school located in Ontario, Canada.

Cherokee Nation in Oklahoma has enacted a revitalization plan to promote Cherokee language in a variety of settings, and many tribal citizens have begun to confront how language factors into their identities as Cherokees.

Recent anti-immigration policies and practices in the Southeast of the United States have presented difficult challenges for newly arrived bilingual learners and their families.

The purpose of the present study was to examine the relationships among proportion of instruction in Spanish, observed classroom quality, and preschool-aged children's academic skills.

A randomized, controlled study was conducted to assess the effects of the Nuestros NiA+-os professional development program on classroom practices and child outcomes related to language development and early literacy skills in both English and Spanish.

This article seeks to improve transition services for Emergent Bilinguals (EBs) with disabilities in secondary education.

This paper situates the contemporary debate about education and accountability for English language learners/bilingual learners within a sociocultural context and suggests ways that dual language educators and researchers can help move this debate forward.

Utilizing the critical race theory (CRT) construct of majoritarian stories and the already identified story of English-is-all-that-matters in the education of multilingual learners and their teachers, this study illustrates the influence of this powerful narrative in classroom practice.

This study presents findings from a case study of 18 second- and 1.5-generation West African immigrants.

This article examines how Spanish-speaking Latina (im)migrants position themselves relative to US language policies.