Resource Library

This article reviews research that has examined the linguistic and academic outcomes of at-risk learners in bilingual/immersion programs.

This article focuses on research-based approaches and techniques that have been found to be effective in addressing the complex and varied learning needs of students in secondary schools, particularly ELLs who struggle with the dual process of English and content acquisition in the mathematics class

This article discusses a documentary film project produced by high school students in Hawai'i that investigated the value of Pidgin (Hawai'i Creole) in schools and society, and which ultimately aimed to address the problem of linguicism ( Skutnabb-Kangas, 1990).

In this manuscript we report on a curriculum design project in which we worked with students in an urban immigrant community to study their own language practices in different contexts.

Programs in the United States that certify PreK-12 teachers in English as a second language (ESL) must meet high and consistent standards in their preservice preparation.

Comprehensive high schools are extremely complex sites for the teaching and learning of academic literacies. However, current policy mandates emphasizing standards and accountability mask this complexity.

A longitudinal, experimental-control design was used to test the hypothesis that native language instruction enhances English language learner's (ELL's) native language and literacy development without significant cost to English development.

An enduring issue in immersion education focuses on the appropriate use of the L1 in the one-way or two-way immersion classroom.

Recent studies of Asian American youth language practices have presented compelling insights about the identities and migration experiences of young people of Asian descent.

In two-way immersion (TWI) programs in the United States, the development of student cross-cultural competence is one of three primary goals, along with academic achievement and bilingualism and biliteracy.