A significant and growing English learner (EL) population attends public schools in the United States. Evidence suggests they are at a disadvantage when entering school and their achievement lags behind non–EL students.
Using the evidence that reading comprehension supports vocabulary development and that vocabulary development supports reading comprehension, the authors describe the relationship between these two processes as one of reciprocal causation.
Through the use of NAEP data, this Pew Hispanic Center study examines the achievement gaps between ELL students and White, Black, and Hispanic non-ELL students.
This report compiles findings related to how long it takes English language learners to become proficient in speaking English and how long it takes them to master enough English to be successful in classrooms where all academic content is in English.
This overview from the National High School Center examines the roles of states and school districts in supporting English Language Learners.
In what serves as a response to Samuel P. Huntington';s Who Are We?
This report from the Migration Policy Institute examines the increasing population of ELLs.
This report considers the approximately 265,000 out-of-school immigrant youths (OSYs) in the state of California.
Provides an overview of issues related to teaching English language learners (ELL), and recommendations for California policy including: challenges secondary ELL students face; needs and limitations of teachers and schools in CA; and best practices cit
Linguistic minorities are students who come from households where English is not the main language spoken. Most of these students do not come to school proficient in English.