The Office of English Language Acquisition (OELA) has launched a new resource designed specifically to help educators and stakeholders better assist families of English learners (ELs).
April is National Bilingual/Multilingual Learner Advocacy Month, a time to recognize the needs and achievements of bilingual and multilingual learners.
Celebrate National Bilingual/Multilingual Learner Advocacy Month With OELA
Upcoming Webinar: Supporting English Learners After the COVID-19 Pandemic and Beyond
Federal law requires states to develop systems to hold K-12 schools accountable for the outcomes of all students.
Collaboration between English as a Second Language (ESL) and content teachers to support multilingual students designated as English Learners is a growing but complex phenomenon in U.S. schools, and one that has continued to evolve during the pandemic and related disruptions to schooling.
Within the Stanford-Sequoia K-12 Research Collaborative, several questions have emerged about what we know and don’t know about dually identified students.
This research brief is intended to provide an overview of current knowledge on reclassification practices for students classified as English learners (ELs). We envision it will be useful.
This series of briefs brief explores the potential of four research-based policy levers to support access to core content courses for students classified as English Learners (ELs).
To celebrate Black History Month on February 29 the Office of English Language Acquisition (OELA) hosted a panel discussion with educators and advocates from around the country. View this eng