Early childhood professionals have long recognized the importance of language and literacy in preparing children to succeed in school.
Some young children show signs that they may not be learning in an expected manner, even before they begin kindergarten.
The goal of this document is to provide the information that teachers and other educators need to implement an integrated and comprehensive approach to vocabulary instruction.
This report from the National Council of La Raza (NCLR) provides an overview of the assessment and accountability provisions of NCLB affecting ELLs, the challenges of implementation in various states and districts, and policy recommendations for improv
How do we create accurate assessments of students' abilities when their experiences with a particular academic subject have been in another language?
Are state assessments fair to English language learners?
This report commissioned by the U.S. Department of Education surveys schools and districts nationally to identify characteristics of and services provided to ELLs, including services offered to ELLs with disabilities.
Are elementary schools prepared to educate English language learners in the manner required by the No Child Left Behind Act?
With nearly one in twelve public school children receiving special assistance to learn English, researchers are investigating effective ways to teach English literacy and boost academic achievement for ELLs.
In 2002, the U.S. Department of Education charged a panel of experts, chaired by Timothy Shanahan, with reviewing and compiling research on literacy attainment for language-minority students.