Resource Library

This article makes two contributions to culturally and linguistically responsive pedagogy for English learners (ELs).

Despite increasingly diverse enrollments in public schools, students across the U.S. are still segregated by race and poverty, and English learners (ELs) often experience triple segregation by race, poverty, and language.

One-third of children ages five and under in the United States have at least one parent who speaks a language other than English. These Dual Language Learners (DLLs) are a diverse and growing group who have the potential to develop as multilingual and multiliterate individuals.

A functional approach to language development draws on functional linguistic perspectives to offer ways of engaging students in exploring meaning in texts through classroom discussions about language. This approach provides a metalanguage for talking about the meanings in the choices authors make.

This brief, written by Californians Together, a coalition of partners and educators across the state, presents a framework for what an equitable and assets-oriented approach to an accountability system for the state's English learners (ELs) could be.

The Dual Language Learner (DLL) population in the United States is growing. However, there are few standardized policies for identifying DLLs and for understanding how best to support them.

In the United States, funding for K-12 education is complex; it includes federal, state and local funding sources. Funding an equitable, high-quality education for English learners (ELs) is also complex.

STEM teacher educators are aware that they teach far more than content-specific methodology.

Home Language Surveys (HLS) are widely used by states as an initial screening tool to determine whether students should receive English language services. Typically, parents or guardians are asked to complete the HLS when enrolling a student in school.