A feature article in the Voice of San Diego discusses the pros and cons of newcomer centers for immigrant or refugee teens.
Schools and community colleges in El Cajon, Calif., can't keep up with the demand for adult ESL and education from Iraqi refugees.
Larry Ferlazzo's new book, English Language Learners: Teaching Strategies that Work, gives ideas about how to nurture in students good qualities of learners and leaders.
Florida's chapter of the League of United Latin American Citizens charges that a bill that would create a merit-pay system would hurt teachers of ELLs.
English-learners in 1st and 2nd grade participating in bilingual education programs in California score substantially lower on the state's English-proficiency test than ELLs in other kinds of programs, a picture that changes for grades 3-5.
First Focus, a bipartisan children's advocacy group in Washington put out a report this month showing that when an immigrant parents is detained or deported, his or her children often end up in the child welfare system.
Claude Goldenberg, an education professor at Stanford University, writes in a commentary that a "near-exclusive focus" by researchers on the language of instruction used for English-learners has resulted in a limited understanding of other areas affecting such students.
A study comparing bilingual education and English immersion that followed students for as long as five years has found that Spanish-speaking children learn to read English equally well by the 4th grade with either method.
The United States has received Iraqis, Burmese, and Bhutanese in larger numbers in 2010 than any other refugee groups.
Aida Qalqui, the director of teacher development at WestEd, is the guest tomorrow for a free Webinar about how to provide coherent and holistic professional development to teachers who work with ELLs.